Oregon teachers monthly

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i

HARVARD UOTVERSmr

UBRARY OF THE

GRADUATE SCHOOL
OF EDUCATION

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HARVARD UNIVERSiri

^ I ,fRm^ acHooL OF eduwhou

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librArv

UCATIOB ^

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Erfiiciencyl

Accuracy!

Dependability!

Three Big Cluuracterutics of Students
Who Complete Courses at

Oregon's Largest Business College

Miss Cartotta Ripley, of Lents, and a Behnke- Walker graduate, BROKE the TYPE-
WRITING ACCURACY RECORD of the UNITED STATES a few weeks ago. She won
over more than 4000 contestants from all points in the country.

SEVENTY-TWO GOLD MEDALS for sustained accuracy and speed have been
awarded by the Remington Typewriter Co., to BEHNKE WALKER STUDENTS — the
largest number of awards ever made to students of any one institution IN AMERICA I

There are MORE CALLS for Behnke- Walker students than can be supplied. There
were 64 calls in May. Only 52 positions could be filled. In June there were 83 calls
and only 37 could be filled. The college is not able to train students fast enough to
supplv the demand I

Under Behnke-Walker efficiency methods, it takes students NO LONGER to com-
plete courses than it does to receive half-baked instruction.

School in session the ei^tire year. Courses include Business,
Shorthand, Banking, Private Secretary, Teachers and Telegraphy.
Write or phone. I. M. WALKER, President, Portland, Oregon.

CONTENTS

Editorial Notes 1

Reorganization of State Teachers' Association 4

Professional Standards . * 10

The High School Library 12

Grade Teachers' Association 14

Hygiene of Mouth, Nose and Throat 20

Readingr in the Upper Grades 22

Oregon Governmental Affairs 24

Rural School Department • • 25

The Oregon State Library 30

High School Teachers' Department 32

Grade Teachers' Department 33

Vocational Teachers' Department 36

City Superintendents' Department 39

National Education Association Meeting 41

County Superintendents' Department 42

The State Schools 46

Oregon Congress of Mothers 52

Simplified Spelling 54

Membership in State Teachers' Association 68

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OREGON TEACHEkS MONTHLY

The Official Journal of the State Teachers' Association

Vol. XXI SALEM, OREGON, SEPTEMBER, 1916 No. 1

Published Monthly Except July and August by the State
Teachers' Association

Entered at the Postoffice at Salem, Oregon, as second-class mail matter, April 1, 1898.

EDIT0BIAI» BOABD

H. D. SHELDON, School of Education, University of Oregon, Eugene

C. T. BONNEY, County School Superintendent, The Dalles

R. E. CHLOUPEK, Director Manual Training, Pendleton.

C. G. DONEY, President Willamette University, Salem

E. S. EVENDEN, Department of Education, Oregon Normal, Monmouth

MRS. M. L, PULKERSON, Institute Instructor, Salem

GEORGE W. HUG, City Superintendent, McMinnville

HOPKIN JENKINS. Principal Jefferson High School, Portland.

MISS VIOLA ORTSCHILD, President Grade Teachers' Association, Portland

£. D. RESSLER, Department of Education, Oregon Agricultural College, Corvallia

MISS LILLIAN TINGLE, Supervisor Domestic Science, Portland

CILA.S. H. JONES, Business and Managing Editor, Salem

BXriiES OF PUBLIOATION

1. The mailing label on the Oregon Teachers Monthly shows the date to which subscript
tioni are paid.

2. The Oregon Teachers Monthly will be sent to subscribers until ordered discontinued
and all arrearages are paid.

3. Notice of change of address should be given at once, naming both old and new
postoffice.

4. When renewing, always state that subscription is a renewal.

5. The subscription price, including membership in State Teachers' Association, is $1.50
a year in advance. Single copy, 20 cents.

6. Advertising rates will be furnished on application.

Address all communications to Oregon Teachers Monthly, Salem, Oregon.

Editorial Notes

The publication of the present issue of the Oregon Teachers
Monthly under the direct auspices of the State Teachers' Association
means that this journal is going to concentrate its fire on the improve-
ment of the teacher's condition. Better hygienic conditions, better
training, better salaries, improved conditions of tenure, these are
means by which more effective education for the children of Oregon
can be promoted. '*As is the teacher, so is the school." Happy,
contented, well-trained teachers mean efficiency in education.

t t t

The success of the reorganized teachers' association depends
almost entirely on the activity of its local units. We have some
vigorous teachers' associations in the city of Portland and among
the superintendents and principals of six or eight counties. These
are not sufficient as a basis for a vigorous organization. The high
school teachers should orga^i^e, likewise the rural teachers and the
elementary teachers outside of Portland. There should be more prin-
cipals' clubs. In these local organizations, it will be possible to
discuss the questions whi/ih are to be before the Representative Council.

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2 ORBGOlf TEACHBR8 MOKTSnLY

Each locality can be intelligently represented in the yearly meeting.
Then after the council meeting, the local teachers' bodies can lend
all the momentum of their interest to putting through a constructive
program.

t t t

*'Why are there two hundred applicants for a vacancy worth
between $500 and $1000 and only ten or less for one worth from
$1500 to $2000?" is a question frequently asked of teachers. You
do not find this ** positional unrest" among the established professions
and probably would not find it among teachers were it not for insecure
tenure, low salaries and lack of professional preparation and standards.
Referring only to the first of these causes, it is very significant that
the National Educational Association at its* recent meeting in New
York should have considered it of enough national importance to make
it the subject of one of its five resolutions. After advocating more
thorough supervision and higher and more definite professional quali-
fications for supervisors, the following resolution was adopted: ** (2)
The tenure of office of teachers should aftes a probationary period be
permanent. Removal should be possible only for inefficiency, im-
morality or grievous neglect of duty. Salaries should be fixed so as
to insure to teachers a standard of living in keeping with the pro-
fessional demands made upon them. Retiring allowances or pensions
should be provided either by state or local action." Never will the
** yearly migratory habit," especially among teachers outside of the
larger cities, be broken until a stronger sentiment in favor of con-
tinued tenure can be built up among the teachers. themselves. They
must realize that to profitably stay longer than a year in any place
they must grow, and that for the growing teacher the longer she
stays the greater opportunity for service. Think this matter over,
talk it over with other teachers, with business men, and with parents,
and if you believe it, act on it yourself.

t t t

One of the needed reforms which must be brought about by
education of teachers and patrons, and one which many consider a
delicate one to discuss, is that of increased salaries. This is generally
considered a fundamental necessity to the professionalizing of teaching,
to the securing of tenure, and to the realizing of teaching's oppor-
tunities. Many would say, **Is that not a mercenary basis?" ** Where
is the satisfaction which comes from service and which figures so
strongly in the reward of teachers?" To the first question we answer
*'No," and to the second, ''that satisfaction will ever be one of the
principal rewards of teachers, enhanced by better salaries." Most
teachers have been reticent about discussing the monetary value of
their services, but when buying any marketable product they are
accustomed to having the vender set the price — why should not teach-
ers have something to say in placing a price on their services, for
not until they value them higher will salaries be increased. Further-
more, the matter need not be embarrassing because the increased

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ORBOQN TIEACHESRS MONTHLY 3

salary is not sought in order to upset the markets or bring competitive
inconveniences upon any of the moneyed kings of industry, but rather
to enable teachers to live better, to buy more books and periodicals,
to attend more places of professional advancement, to travel, to have
unworried vacations, in short, to teach better and thereby serve better.
A general advance in salaries will never be obtained until we unite
as a body and professionally outcast the teacher who underbids —
regardless of any apparently extenuating circumstances such as board-
ing at home, etc. ; until we unite in advancing the professional require-
ments and in eliminating the unprepared and the untrained, and until
we unite^ in demanding salaries commensurate with preparation re-
quired and services rendered. This is a matter where public sentiment
must be created before results can be hoped for and is therefore a
matter in which you can help.

The reorganization of the California Teachers' Association as
recorded by A. H. Chamberlain in the June issue of the Sierra Edu-
cational News is an interesting example of a movement, felt in our
own state a year ago, and which is really nation-wide — a movement
toward the closer union of teachers and all organizations of teachers.
Present-day conditions, both political and economic, are so highly
organized that reforms are obtained, in practically all cases, only by
the strength obtained from numbers. Teachers have been about the
last people to realize this but now, however, are intelligently interested
in it. This interest need not be, should not be, for selfish purposes,
but rather for the betterment of education, and effective work can
be done in many ways where there is some semblance of unity am ong
the teachers concerned. In one matter of legislation for example, if
some special interest (stock raising, fishing, horticulture, lumber, etc.)
is involved, everyone expects those immediately affected to be inter-
ested, and not only interested but active either in support of or
opposition to the proposed law. Is this so with educational legislation
or does the brunt of all of that fall upon the very few? How many
teachers are **too busy'* to inform themselves about the things they
are most vitally interested in? How many are thoroughly conversant
with the laws pertaining to education passed by the last legislature
and those which the State Department desires to have passed at the
nextt How many have put forth any effort toward having the length
of the school year increased, toward securing a wider application of
the supervisor law, toward the standardization of high schools and
their public support? How many have thoroughly investigated the
County Unit Plan of school organization and the advisability of
applying it to Oregon? Let us make the closer organization of
Oregon's teachers in the new State Teachers' Association stand for
something — stand for united effort for progress. . ^ ,

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4 OBJBGOH TMACmBSBm MOlfTHI^Y

Reorganization of tke Western Division Oregon State
Teachers' Association

By E. D. B£SSIiEB, Secretary

THE NEW CONSTITUTION

At the 1914 session of the Western Division of the Oregon State
Teachers' Association, held at Eugene, December 27-29, a committee
was appointed to report on a reorganization of the association at the
1915 meeting. This committee prepared its report and the proposed
constitution was printed in the December, 1915, issue of the Oregon
Teachers Monthly. The report of the committee was presented to the
association on the afternoon of the first day of the 1915 meeting of
the association, held at Medford, December 27-29. After full delibera-
tion, in which many points were discussed and a number of changes
ordered, the constitution as amended was unanimously adopted. This
constitution was printed in full in the February, 1916, number of the
Oregon Teachers Monthly.

The purpose of this article is to call attention to a number of the
more significant provisions of this new constitution. Article III
states that '*any person actively engaged in any branch of educational
work, including those who are preparing for the same, may become
active members of this association upon the payment of annual dues.'*
Article IV enumerates the officers': President, one vice president, a
secretary-treasurer, and an executive committee of eight members,
including in addition to the above, the retiring president and four
elective members, two of whom shall be chosen each year. Any
member is eligible to office. Nominations are made- by a body styled
the Representative Council, but any member of the association is
privileged to make other nominations from the floor. The officers
of the association are also the officers of the Representative Council.

This council is one of the unique features of the new organization.
The constitution vests the active direction of the association in this
body and provides for its annual session one day before the general
association or any of its departments are convened. Its meetings,
however, are open to all members of the association and to the
general public. The membership of the counncil is constituted as
follows: (a) One representative from each county, regardless of the
number of teachers, but one additional representative for each major
fraction of one hundred teachers above the first hundred; (b) one
representative from each "regular association of teachers having more
than fifteen members and holding at least three meetings each year";
(c) one representative from "each chartered college, university and
normal school/* and "such other educational institutions, including
scientific associations, as the representative council shall see fit to
include in the list"; (d) one representative from each county or state
organization of school officers, consisting of "not less than fifteen
members and having at least one regular meeting each year."

Sections 5 and 6 of Article VIII read as follows:, (5) The main

follows: (5) The

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ORBGON TSACHSRS SIOIfTHI^Y 5

functions of the representative co-uncil shall be (a) to conduct investi-
gations aiming to promote the general progress of education; (b) to
improve the financial condition, the tenure and general conditions of
the teacher's work; and (c) such other aims as the council may
determine, (6) The representative council shall establish permanent
committees on legislation and on investigation of educational problems
in addition to, special committees on such topics as the administration
of rural schools, teachers' pensions, provision for civic education, etc.
Any member of the association may be appointed to serve on special
or permanent conmiittees without regard to his or her membership
in the council, but the chairman of each committee shall be a member
of the council.

Article X provides that the annual meeting ** shall be held in the
city of Portland at a time determined by the executive committee."
It is thought that this may lead to an amalgamation of the Eastern
and Western Divisions of the State Teachers' Association, as well as
insure the largest membership or at least the largest attendance on
the annual meetings. Article XII reads: '^The annual membership
dues of all members shall be one ($1.00) dollar, and in case an official
journal is published dues shall not exceed one ($1.50) dollar and fifty
cents, which amount shall include subscription to the journal." As
will be noted in the minutes of the executive committee, the Oregon
Teachers Monthly has been made the ''official journal" and the
membership fee placed at $1.50.

The foregoing gives the essential features of the new constitution.
The establishment of the representative council, sufficiently large and
"representative," yet small enough to make membership prized and
iosure a working body, is the chief achivement of the reorganization.
A definite program of mvestigation, continuous through the permanent
committees and flexible through the special committees, makes possible
some genuine constructive contributions to the progress of education
and the profession of teaching in Oregon. It is hoped that the privilege
of representation through associations of teachers and school officers
in the counties, towns and cities, will lead to the formation of many
such.^ These organizations will offer a means of expression of the
experience of the membership and a splendid training for the delegates
sent to the representative council. The effectiveness of this body
depends upon its personnel.

A powerful teachers' association means increased power and
prestige for each individual teacher. From a purely selfish stand-
pointy no teacher, even one only temporarily engaged in the work of
teaching, can afford to withhold his support. The motto of each
county should be, *' every teacher in the county a member of the
teachers' association." Surely every real teacher, with professional
instincts, will wish to add his help and influence in the movement to
raise the standard of education in Oregon for the sake of better
schools and better opportunities for the boys and girls of the next
generation. ,

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6 OHEGOS TBACtfBRS MONTHLY

MINUTES OF BIEETINO OF EXECUTIVE COMMITTEE
First Session

Pursuant to the call of the chairman, E. P. Carleton, the Executive
Committee of the Western Division of the Oregon State Teachers'
Association held its first meeting in the office of the State Superin-
tendent of Public Instruction, in Salem, February 5, 1916. The
chairman called the meeting to order at 11 :20 a. m. with the following
members present: E. F. Carleton, Assistant State Superintendent of
Public Instruction, Salem; Geo. A. Briscoe, City Superintendent of
Schools, Ashland; Viola C^t^child, president Grade Teachers' Associ-
ation, Portland; H. D. Shtiaon, dean School of Education, University
of Oregon; 0. M. Elliott, City Superintendent of Schools, Salem; J.
Percy Wells, County Superintendent of Schools, Jacksonville. H. H.
Herdman, principal Washington High School, Portland, was absent.
The ex-officio members are Betiring President of the Association,
H. H. Herdman ; President-Elect, E. P. Carleton ; Vice President, Geo.
A. Briscoe. J. A. Churchill, State Superintendent of Public Instrac^
tion, W. M. Smith, County School Soperint^ident of Marion ecranty,
retiring i^cretary of the association, and E. D. Besslcr, professor of
Industriar Education, Oregon Agricultural College, acting secretary
of the Association, were also present on invitation of the chairman.

E. D. Bessler was appointed to act as secretary until the election
of a secretary-treasurer as provided by the constitution. The chairman
stated the object of the meeting to be the election of a secretary-
treasurer, the consideration of the matter of an official publication of
the Teachers' Association, the appointment of special committees to
report at the next annual meeting of the State Association on investi-
gations of certain educational problems, and such other business as
would appear. After some discussion, it was agreed to defer the
election of a secretary-treasurer until a report had been made on
the matter of an official publication. On motion of Mr. Sheldon, the
chair was directed to appoint a sub-committee of three members of the
Executive Committee, including the chair, to ascertain from the
publisher of the Oregon Teachers Monthly upon what terms the Asso-
ciation can acquire the use of the publication as the official organ.
The committee will receive instructions from the Executive Committee
and is ordered to report the result of the negotiations to the Executive
Committee at a meeting to be called by the chairman.

The committee took a recess at 12 :15 for luncheon at the Hotel
Marion, where discussion of Mr. Sheldon's motion was continued.
The following instructions were given the sub-committee: (1) The
Association must have editorial control, management of the policy and
make-up of the publication, including size, form, number of pages of
reading matter, etc. (2) To secure improvement in quality of paper,
form of publication, etc., and to include 50c membership fee for the
Association, the subscription price may be raised to $1.50. It was
the sense of the committee that the membership fee of all subscriptions,
including those outside the state, should be paid the Association. The

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ORKGON TBACHER8 MONTHIiY 7

motion to appoint the sub-committee was put and carried. The chair
appointed Messrs. Sheldon and Elliott, to act with himself.

In accordance with a provision of the constitution, the chair
announced the appointment of Miss V. Ortschild and Messrs. Wells
and Elliott to serve as a finance committer. Bill of Medford Printing
Company for a four-page folder, ordered by the Medford High School
for use at the State Association meeting, was allowed, the amount
being $6.25. On motion of Mr. Briscoe, the time of the next annual
meeting of the Association was fixed for December 27, 28, 29; the
dates are not to be announced until approved by City Superintendent
L. R. Alderman of Portland.

After presentation of the votes of about thirty members of the
Representative CJouncil at a meeting held in Medford December 28,
1915, in connection with the State Association meeting, on topics for
investigation by i^>ecial committees, on motion of I?r. Sheldonj the
ch«T was directed to appoint a committee of nine, including the
chairman, to be designated by the chair, to report to the Representative
Council at its next annual meeting on the problem of ''Teachers'
Betirement Fund and Tenure of Office." On motion of Mr. Elliott,
the chair was directed to appoint a similar committee to report on the
problem of ''Retardation.'*

The committee returned to the State Superintendent's Office and
resumed business. On motion of Dr. Sheldon, the chair was authorized
to apportion the sum of $25 for the necessary expenses of the two
committees on investigation of educational problems. On motion of
Dr. Sheldon, the expenses of the members in attending meetings of the
Executive Committee were authorized. Bills were submitted as fol-
lows: V. Ortschild, $2.50; Geo. A. Briscoe, $19.65; J. Percy Wells,
$21.95. On motion of Dr. Sheldon, the secretary was directed to
prepare a summary of the meeting of the Association at Medford,
December 27, 28, 29, 1915, including the general sessions and depart-
ment meetings, for publication in a bulletin to be issued by the State
Superintendent.

The Executive Committee adjourned at 3 :00 p. m. to meet at the
call of the chairman.

Second Session.

Pursuant to the call of the chairman, the Executive Committee
of the Oregon Teachers' Association, Western Section, held its second
session at the office of State Superintendent Churchill Saturday, April
1. The members present were : J. Percy Wells, Viola Ortschild, H.
D. Sheldon, E. P. Carleton and 0. M. Elliott. Those absent were: G.
A Briscoe and H. H. Herdman.

The action of President Carleton in securing a protest in the name
of this Association to the Congressional Committee against changing
the amount of money to be received from the sale of lands under the
Oregon- California Land Grant from 40 per cent to 10 per cent was
approved.

The proposed contract with the Oregon Teachers Monthly was

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the special order of business. The committee expressed a desire to
have the contract continue for three years if such arrangement could
be made.

The chairman of the Executive Committee was authorized to
complete the .negotiations with the Oregon Teachers Monthly and to
present the contracts to the various members for signatures as soon as
all matters had been finally settled and completed.

It was moved by Dr. Sheldon and seconded by Superintendent
Wells that the chairman of the Executive Committee be authorized to
appoint an editorial board of eleven members representing the various
educational interests of the state to control the editorial policy of the
Oregon Teachers Monthly as the official paper of the State Teachers'
Association, the,e:^penses of members in attending meetings to be paid
out t>f Association funds.

The president and secretary of the Association were authorized
to urge a change in the organization of the National Education Asso-
ciation, making it a federated, representative body controlled and
directed by the various State Teachers' Associations. The committee
was requested especially to propose a reform in the method of selecting
the present.

Bills for traveling expenses were submitted as follows: V. Orts-
child, $2.50 ; J. Percy Wells, $22.10.

APPOINTMENTS B7 CHAIRMAN OF EXEOUTIVE COMMITTEE.

In accordance with the action of the Executive Committee, Chairman
Carleton appointed the Editorial Board of the Oregon Teachers
Monthly as follows: Dr. H. D. Sheldon, dean of the School of Educa-
tion, University of Oregon; Prof. E. D. Ressler, head of the Depart-
ment of Education, Oregon Agicultural College ; Prof. E. S. Evenden,
head of the Department of Education, Oregon Normal School ; Dr. C.
G. Doney, president of Willamette University, representing the Inde-
pendent Colleges; Miss Viola Ortschild, president Grade Teachers'
Association, representing the Grade Teachers; Principal Hopkin
Jenkins, Jefferson High School, Portland, prepresenting the High
School Teachers; City Superintendent George W. Hug, McMinnville,
representing the City Superintendents; County Superintendent C. T.
Bonney, Wasco County, representing the County Superintendents;
Mrs. M. L. Fulkerson, Institute Instructor, Salem, representing the
Rural Teachers; Mr. R. E. Chloupek, director of Manual Training,
Pendleton, representing the Vocational Teachers ; Miss Lillian Tingle,
director Domestic Science, Portland, representing the Home Economics
Teachers.

The commitee on Teachers' Retirement Fund and Tenure of Office
was appointed as follows : Dr. W. T. Foster, president of Reed Insti-
tute, chairman; Mrs. A. E. Ivanhoe, superintendent of Union County;
Mr. 0. C. Brown, superintendent of Douglas County; Mr. J. A.
Churchill, State Superintendent of Public Instruction ; Mr. E. F Carle-
ton, Assistant State Superintendent ; Miss Viola Ortschild, president

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OREGON TEACHERS MONTHLY 9

Portland Grade Teachers' Association; Dr. J. H. Ackerman, president
Oregon Normal School; Mr. J. G. Imel, city superintendent Astoria;
Miss Fay Clark, superintendent of Malheur County; Miss Winifred
Dennis, teacher Sellwood School> Portland.

The following committee on Retardation was- appointed : Supt.
C. W. Boetticher, Albany, chairman; Supt. C. A- Howard, Coquille;
Supt. V. Meldo Hillis, Medford; Supt. P. Thordarson, Bend; Asst.
Supt. C. A. Rice, Portland; Supt. I. B. Warner, The Dalles; Asst. Prof.
P. L. Stetson, University of Oregon; Prin. C. R. Bowman, Klamath
County High School ; Supt. H. H. Hoffman, Heppner.

Piresident Foster, chairman of the Committee on Teachers' Retire-
ment Fund and Tenure of Office, submits the following statement of
the first meeting of the committee :

**The committee of the Oregon State Teachers' Retirement Fund
and Tenure of Office met at the office of the State Department of
Education at Salem, on Saturday, July 15th, and made preliminary
plans for the work of the committee. President Fo^er, as chairman
of the committee, reported that he had collected the publications on
the subject of all cities and states in the country having retirement
funds. He reported further that he had spent some time on two visits
to Boston daring the year in examining with care the work of the
Teachers' Retirement Fund system of Massachusetts.

*'The committee discussed the essentials of a Retirement Fund
system, and found themselves in substantial agreement upon nearly all
points. They requested the chairman of the committee to draw up a
tentative plan and to draft a bill to be submitted to the committee for
study before the next meeting.

"The committee voted to meet at the business offices of Reed
College in the Abington building, Portland, at 1 o'clock on the after-
noon of Monday, October 2nd.

"In the meantime, each member of the committee will receive the
most valuable recent publications on the subject, in order that all may
be prepared to make progress at the next meeting."

MmUTES OF EDITORIAL BOARD.

The Editorial Board of the Oregon State Teachers' Association
met for its first meeting at 10:30 a. m., May 20, 1916, in the office of
the Superintendent of Public Instruction, Salem, Oregon.

The meeting was called to order by E. F. Carleton, president of
the Association. The members present were: H. D. Sheldon, E. S.
Evenden, E. D. Ressler, Miss Viola Ortschild, G. W. Hug, R. E. Chlou-
pek, H. Jenkins, C. T. Bohney, Mrs. M. L. Fulkerson. Those absent
were : C. G. Doney and Miss Lillian Tingle.

After the reading of the contract with the Statesman Publishing
Co., Dr. Sheldon 'was elected chairman and Mrs. Fulkerson secretary.
After an informal discussion concerning the policy to be maintained
by the Oregon Teachers Monthly under the new management, the fol-
lowing motions were carried unanimously : r i

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10 ORISGON TEACHKR8 MONTHIiY

1. To report on events and movements along educational lines of
national importance as well as those pertaining to our own state.

2. To commit the policy of the paper to the support of constructive
and progressive phases of education.

3. To establish the following news departments: State, Superin-
tendents, Principals, Grade Teachers, High School, Vocational.

4. To allow correspbndeiiise from any institution of higher educa-
tion in the news department.

.The chairman was empowered to appoint a sub-committee of five
members, himself to be one, this committee to meet once each month
and act in the capacity of editors of the magazine. The sub-committee
was made up of the following members : Sheldon, Ortschild, Evenden,
Ressler, Pulkerson.

Heads of the news departments. were chosen as follows: State —
B. P. Carleton ; Superintendents — C. T. Bonney, School Superintendent
Wasco County; Principals — George W. Hug, City Superintendent
McMinnville ; High School — ^Hopkin Jenkins, prinicipal Jefferson High
•School, Portland; Vocational — ^R. E. Chloupek, Director of Manual
Training, Pendleton.

, It was agreed to call two meetings of the entire Editorial Board
during the ensuing school year, one at the call of the chaiman, and the
second immediately after the close of the annual meeting- of the Asso-
ciation in Portland.

Professional Standards

By PRESIDENT J. H. ACKEttMAN, Oregon Normftl Scliool

The suhject assigned indicates that there are standards for dif-
ferent avocations or vocations, and that these standards for the teach-
ing profession are known as professional standards. In order to fully
understand the subject, it might be well to have clearly in mind what
we understand by the term ** professional." The name implies that
there is such a thing as a profession, and that there are certain
standards that apply peculiarly to that profession. No organization
becomes professional until it has certain standards either expressed or
implied to which each member must adhere or risk the accusation of
being unprofessional. It is conceded that no calling can be called a
profession until a certain amount of time, thought and energy is
devoted to mastering certain prescribed requisites for such calling. To
become a teacher one must make such preparation — hence to l^at
extent we do have the profession of teaching.

There must be certain well developed conventions as to conduct
approved by the best thought of the times, the violation of which causes
one to lose his professional standing. This standard should be such
that a teacher who lives up to it will so impress himself upon the minds
and consciences of his patrons that a mother would say to her son or
daughter, **I hope you may become as is your teacher.'' The lives of

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ORBGON T^U^CHSSRS MONTHIjY It

multitudes of teachers are today living examples that the teaching
profession does have such high standards. Another cardinal principle
of a profession is that each member jealously guards the professional
standing of every other member to the extent that he will not only
refuse to speak slightingly or disparagingly of a fellow teacher's
work, but on the other hand will defend it as long as possible.
That this is coming tf> be the custom is another proof that there is such
a thing as a profession of teaching. The professional teacher is one
who neither undermines nor undeirbidfi — that is, -^ill not agree to accept
less than schedule salary for the sake of securing a position, or will not
speak disparagingly of a teacher for the purpose of securing his
position. Many teachers absolutely refuse to apply for a position or
even mal£e a recommendation for another unless assured that the
vacancy exists or is likely to become vacant. In otJber words, no
teacher will attempt to build himself up at th6 expense of a fellow
teacher. Hiese Btandards are fhe warp and woof of any profession,
eepeGsJly of the profession of teaching. The professional standards of
law, medicine and ministry are all predicated upon the principles
^numerated, and the more prof esional a members of either is, the more
nearly he complies daily with their edicts.

It is firmly believed that enormous strides have been taken during
the last decade in outlining, perfecting and establishing definite and
permanent educational standards for the teachers of Oregon, and the
tendencies are for greater perfection — hence as time passes, these
standards will be raised, enriched and perfected so that at the end of
another decade, a marked forward movement will be decidedly noted.
It is in order to ask what factors during the last decade and what
factors will in the future be potent ones in bringing this about. These
will, without doubt, be the State Teachers' Association, advanced legis-
lation, the Oregon Teachers Monthly, the several educational institu-
tions, and last but not least, the public opinion of the teachers them-
selves. If we as teachers set ourselves resolutely to the task and never
say fail, we can and will raise the profession to any heighth we may
desire. When such standards have been firmly established, when we
see the light and act accordingly, we will be measured as we measure
ourselves; then the salary schedule and the tenure of office will he
more definite and stable, and we will be respected as members of a
noble profession. Then* and not until then will all persons who wish
to enter the teaching ranks spare no time or effort to train themselves
to become worthy members of the same. Then, wherever and when-
ever a person is receiving such training, he will be admonished in
season and out of season that there are such things as professional
standards, and that for one to be successful, he must be thoroughly
trained in the basic principles underlying them, and to be a profes-
sional teacher in the highest sense, he must have ingrained in him the
habit of living up to their spirit. Such a teacher will come to know
that the professional standards of the teaching profesison do and must
necessarily,, differ from those of any other profession that many of the

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12 ORBGON TBACHERS MONTHIiY

conventions that might be tolerated in another profession cannot be
in the teaching profession ; that the teachers of boys and girls will be
held rigidly responsible for living up to those standards, and that all
the factors bearing on the training of teachers shall keep an eye single
on such standards by thought, word and act to the end that the
standards of our beloved professoin shall be raised to the highest and
kept there. Surely a most noble work !

The High School Library

By E. F. OABLBTON, Assiitant 8up«rlziteiident of Public Inttruetion

Two years ago the Superintendent of Public Instruction undertook
the standardization of the high schools of Oregon. The State Board of
Education, upon the suggestion of Superintendent Churchill, adopted
rules and regulations defining a standard high school. It was provided
that the teachers must be the graduates of standard colleges or univer-
sities ; there must be suitable laboratory equipment selected from the
state list for each science offered; a library of not less than 250 refer-
ence books selected from the state listj a dictionary for each twenty
pupils ; and a standard encyclopedia.

As soon as the requirements were published school boards in all
parts of the state ratified the work of the state superintendent by
purchasing the necessary equipment. At the opening of the school
year 1915-16, 167 school districts had met the requirements for a
standard high school. This decisive action on the part of the school
boards represents accurately the desire of the people of Oregon to have
in every community a free high school, whose efficiency will in no way
be hampered by a lack of well trained teachers or by inadequate
laboratories.

Now that the school districts have so generously assumed their
«hare of the burden, it remains for the high school teachers to make
use of these supplies. The science teachers in nearly every instance are
making good use of their material, but many of the libraries show by
the accumulation of dust on the bindings that the pupils have not yet
been taught the value of reference works. A school superintendent
can, by visiting the school library on an average working day, judge to
a fairly accurate degree the character of the work of the high school.
Bernerd C. Steiner, Librarian Enoch Pratt Free Library, Baltimore,
told at the Oakland meeting of the National Education Association of
the various ways by which that library makes its volumes attractive
to those whom it wishes to serve. Thus in one part of the building are
two windows close to the sidewalk. Upon glass cases in these windows
are placed collections of books upon topics to which it is desired to
call the attention of people, and these are changed every week or so.
At one time the librarian sent to each of the four hundred master
plumbers in the city a list of the titles of books on plumbing contained
in the library. Often a post card is sent to a reader giving a list of
books upon a subject in which this person is known to be interested.
The speaker mentioned many other little devices the use of which by

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0RB60N TSACHBRS MONTHI^Y 13

this library tend to prove that even to those accustomed to using a
library, appeals must be made to hold their interest.

The high school teaeher should recognize this fact first of all, and
use every means of arousing interest in the library. She should follow
it up by requiring a certain amount of reference work. The pupil
should not be encouraged or even allowed to do a great amount of
indiscriminate reading on any topic. Rather he should have clearly
in mind the exact assignment, and he should be held for definite
results. A lecturer on Physics in Yale once said to his class, **I
shall have failed in my teaching, if you will not remember how to find
out for yourselves again the facts which you have learned here." This
statement illustrates the power which should be acquired by the high
school student, if he has been taught how to use properly the high
school library.

It is essential also that the student learn to collate and express
the results of liis reading. To read widely without learning to express
concisely the information gained by research is little better than not
reading at all. Hence the pupil should not be sent to the library until
he knows exactly what is expected of him. In the classroom he should
be held for a complete report on every topic assigned to him for
collateral reading. Where the teacher simply gives the references
without the ** follow up" work, the pupils soon lose interest in outside
reading, and decide for themselves that it is a waste of time. As a
rule only those pupils make intelligent use of the library who know
that they are to be held strictly for definite results. Interest again
plays its part, for at no other age do boys and girls enjoy so much
telling of what they have learned from their reading.

One other caution is. necessary. If the reference library is to be
effective, it must be kept in working order. It should be properly
catalogued according to the rules sent out by the state library.
Wherever it is possible, there should be a teacher in the high school who
is a trained librarian, and who can devote to the library part or all of
the day according to the size of the school. The librarian is needed to
teach the students how to find the books from the catalogue, and the
references from the index. After these details have been mastered, the
librarian can make a small library serve a large number of pupils by
doing the dfitail work for them. For example, if a pupil is studying the
Punic Wars and his assignment is on the character and civilization of
the Carthaginian people, the librarian should furnish him with the best
reference works on hand with book marks indicating the pages where
this subject is discussed. The energy of tne pupil would tliUvS be
devoted entirely to the securing of authoritative material for his next
day's recitation. His attention will not be dissipated by seeing other
attractive matter in the reference works. He will complete his task in
a much less time than if he had searched out the references for him-
self, and the books will be available for other students.

Our standardization plan has received favorable notice from the
United States Commissioner of Education in his annual report : it, has

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14 OREGON TBACHBRS MOBTTHIaY

attracted the attention of the Eastern Universities interested in the
problems of secondary education, especially in those universities that
have organized Departments of Education ; and the plan is now being
studied by the National Education Association Committee on Secondary
Education appointed at the New York meeting. We have it in our
power to make the high schools of Oregon the most efficient in this
country, but no advance can be made unless the teachers use to the
very best and most economical advantage all of the equipment, in-
cluding the dictionaries, the encyclopedias, and the reference works
found in the high school libraries.

Grade Teacher*' Associations

By VIOLA OBTSCHTLD, President of Portland Orade Teachers' Association

For years the one great organization of educators of the United
States has had a loosely knit membership of perhaps fifteen to twenty
thousand, chiefly women classroom teachers whose half-hearted interest
might be attributed to the fact that their chief privileges and duties
were to furnish the audiences and to pay the dues which supported this
organization.

Within the short space of four years another national organization
of educators, also composed largely of women classroom teachers, has
attained a membership of at least twenty-five thousand, vitally in-
terested, closely organized, and bound by ties that can at need be
greatly strengthened.

The cause of the latter remarkable showing has been evident to
some, at least, of those who stand highest in the educational world of
America. On the lecture platform and in the public press they have
advocated organizations of the elementary teachers. A large number
of local teachers' organizations have sprung up in the last decade. It
was the combination of the classroom teachers' associations of the
United States that formed the League of Teachers' Associations with its
thousands of members.

Organizations of classroom teachers have increased so remarkably
for several reasons. There has been an ill-concealed unrest among the
rank and file of teachers, a long-standing dissatisfaction with the part '
assigned to them in school systems and state associations. They who
are so largely responsible for the ideals and educational progress of the
mass of the American people have been entirely ignored when educa-
tional policies were being formulated. They have had to struggle to do
their best work for their pupils and the community against all sorts of
adverse conditions. Their rewards have been few. Their wages have
often been less than those paid to unskilled labor.

But, classroom teachers are no longer content to remain in the
cloistered school room. They are rapidly taking a new attitude toward
their work and toward their co-workers. They are demanding for
themselves conditions which will make it possible to render their
services effective. There is still one American city in which, during
1915, ten teachers were paid $195 a year. What sjervices .can be ex-

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OIUSGOir TBACHBttS MONTHL.Y 15

pected from a teacher who is worth only such a wage ? Does not every
teacher in that city suffer because of the kind of work done by such
poorly paid workers.

Realizing the harm of such a situation organizations of teachers
are working for better conditions in their own communities. They are
reaching out helping hands across the border lines of their own states
to assist others in gaining some of the blessings they themselves are
enjoying. ''Committees of Correspondence" are spreading the news
of what some associations have accomplished to give inspiration to
their less fortunate, co-workers.

What the individual teacher could not do, organization has done
for her. No longer does a grade teacher who is a member of a teachers'
association carry herself with a feeling of humility because of her
work. She has risen fearlessly to ask for better salaries, tenure-of-
office, an adequate pension when her services are no longer of value to
her state. She is unashamed and unafraid because she knows the
justice of the demand due to the kind of service she renders to the state.
The results of the changed attitude of the classroom teacher
toward her vocation, her co-woYkers, and the community, have been
rather remarkable. Thousands of teachers are carrying on or directing
teachers' activities. Perhaps it will be best understood what teachers
are doing if some late reports from organizations in various parts of
the United States. are given. No systematic arrangement of these
rexwrts will be attempted. They will be tabulated in time to show
just what the various organizations composing the League of Teachers'
Associations are really doing for themselves and for others.

Prom Richmond, Virginia, comes this statement of the work
accomplished by the Elementary Teachers' Association : ** We defeated
two bills before the legislature to abolish the Teachers' Retirement
Pond and increased the state's contribution $5000. We have ^ an
Advisory Council which meets with the superintendent when need
arises.

The Winona, Minn., teachers' organization has cultivated the edu-
eational and social side of its work this year.

The Walla Walla Grade Teachers' Association is young, but it has
discussed local questions and interested the general public in its organ-
ization.

The Grade Teachers' Fellowship Society of East St. Louis has
anncaneed its purposes in the following statement which appears on
its letterhead, ''Organized to promote the interest of its members and
the canse of education."

Then to keep faith with its promises the East St. Louis Associa-
tion helped the cause of education as follows: **The laws of Illinois
make no provision for the use of the interest on school funds held by
the school treasurer. We agitated this question and the school treasurer
paid into the school fund the past year interest amounting to $4400."
Tmly these teachers aiie serving the ''cause of education.'*

The East St. Louis letter states further: "We hav^jx^p^i^e^^^he

16 OREGON TE3ACHERS MONTHLY

joy that comes from working with others. This combined effort has
cultivated closer fellowship among teachers and created in the com-
munity at large a deeper sense of the dignity of grade teachers and
the interests they represent. '*

The Topeka, Kansas, Grade Teachers' Club reports as follows:
**We have taken an active part in cultural and educational movements
in the city. Our position in the community has been strengthened. We
have promises of better remuneration dependent on legislative action.''

The Muncie, Indiana, teachers have a peculiar condition in their
city and certainly need to organize strongly to remove the injustice-
They have a day by day contract so that the school board refuses to
pay their salaries on enforced holidays. These teachers have half-day
sessions on Thanksgiving and Memorial Day in order to draw pay. In
spite of this injustice the teachers of Muncie affiliated with the
women's clubs in all community interests, and worked on the legis-
lative, historical, and educational committees.

The Colorado teachers seem to be a wonderful set judging from
what they have done. Th6 Royal Gorge National Teachers' Recreation
Association has acquired forty-five acres at an approximate cost of
$25,000. The project of establishing this home for aged, sick, and
retired teachers promises to be a success. The Denver Association has
secured advances in salaries. It has an advisory council. It is now
working for tenure and a retirement fund. This association has also
stood well in the community, working for civic betterment. At the
meeting of the National Education Association in Oakland last year
the eight delegates sent by the Denver Grade Teachers' Association
laid definite plans to take back to Denver with them everything of
educational interest or value they^could find. Thirty-one counties had
representatives at the Oakland gathering. Forty-nine meetings and
500 lecturers were scheduled, but, nothing daunted, the Denver repre-
sentatives scattred themselves far arid wide each day to gain what they
wanted. The Denver Association was thus enabled to reap the benefit
of the accumulated experiences of all its delegates. This is the sort of.
thing teachers' associations can do for the individual teacher.

The Minneapolis Grade Teachers' Association carries a satisfac-
tory hospital insurance for its members. It works on the local board of
censorship of moving pictures. It has contributed $50 this summer to
send one of its members to the Columbia Teachers' College in New
York. By co-operation it has secured an Advisory Council and a
Retirement Fund.

The St. Paul teachers have long had a strong, active teachers'
organization which has accomplished striking results. The Advisory
Council is authorized by the city charter. This council recently used
its influence to have two worthless text books abolished and two good
ones chosen. It co-operates with the school board for bettering the
schools and is fearless in its denunciation of whatever is harmful to the
children.

The St. Paul association has published a '* Bulletin" each month ; it

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ORHOON TBACHBRS MONTHLY 17

has maintained a Library Service Committee which has co-operated in
making the public library more useful to the schools ; it has donated
$100 to be used for books and pictures destroyed by fire ; it donated
funds for the municipal Christmas celebration ; it has donated $75 to
assist a woman student.

The Tacoma, Washington Grade Teachers' Association has worked
to establish a feeling of good fellowship among its members. In
conjunction with other teachers' organizations of the city it has estab-
lished a Teachers' Co-operative Insurance which assists teachers in case
of iUness.

One association states frankly a situation that has also prevailed
elsewhere: ** Previous to November all employes of the school board
were eligible to membership in our organization. With such a personnel,
however, the association stood for nothing and accomplished nothing.
Accordingly, at the annual meeting in November we adopted a new
constitution which limits membership to classroom teachers."

The Los Angeles City Teachers' Club has a membership of almost
1200. It maintains beautiful club rooms. It has a mountain cabin
where teachers may enjoy week ends. It has defeated harmful legisla-
tion and improved conditions by raising the maximum and minimum
salaries.

The Boston and New York teachers' organizations have been too
busy with their own problems to co-operate actively with organizations
from other cities. Tie Erie, Pennsylvania, association has been work-
ing along cultural and social lines. It is also using its influence for a
pension fund and a satisfactory salary schedule.

The Wichita, Kansas, Grade Teachers' Club has had two aims this
jear — to create an esprit de corps among its members, and to over-
come the feeling that the grade teachers are antagonistic to principals
and supervisors because they do not admit them to membership in the
club. Both objects have been gained.

The Ottumwa, Iowa, correspondent says: ''Besides working for
teachers' pensions and a benefit fund, we have been interested in and
helped in every movement for the betterment of our city."

The South Bend, Indiana, Teachers' Federation reports as fol-
lows: **The teachers' associations of our state organized this year
and formed a state federation of teachers' clubs. We have a local and
a state pension."

The Troy, New York, Teachers' Association reports as follows:
"For years we have presented lecture courses of the highest intel-
lectual type, the lectures being among the best which could be
obtained. These lectures have always been supported by the social
and cultured set among our citizens. Our association has helped
largely in organizing and maintaining four play grounds, has helped
parent-teacher associations, and assisted in all civic work in charge
of women's clubs."

Perhaps it might be well to enumerate here some of the things

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18 ORE3GON TBACHBR9 MOlffTHLY

acomplished by the Portland Grade Teachers' Association daring the
four years of its existence.

It has been largely instrumental in securing the tenure-of-office
law. It helped to establish the Teachers' Retirement Fund, now m
active operation. It used its strong influence to assist the Federation
of Women 'i^ Clubs of Oregon to secure much legislation beneficial to
women and children. It has established a Fellowship Fund of its own
from which teachers in urgent need may borrow on a low rate of
interest. It has organized many classes and given lecture courses. It
has assisted actively in civic affairs whenever called upon or needed.
It has assisted yearly by a generous donation to the Scholarship Loan
Fund of the Portland Women's Club.

The Association has contributed services and funds to local charit-
able work; and has let its sympathies go to far countries in generous
contributions to funds for the starving Jews and the persecuted
Armenians, vlt contributed $50 to be used for the Third Oregon
Infantry on the Mexican border.

It would not be fair to close this enumeration of the activities of
teachers' associations (and I could continue indefinitely with the
material I have on hand), without mentioning the work accomplished
by the Chicago Teachers' Federation which is now being persecuted by
the money power of that city. This organization by its own efforts,
turned over $600,000 a year into the city's school fund. It caused
millions of unpaid taxes to be restored to the city. The following is
taken from an editorial in one of our largest Portland papers of July 30,
1916: **The Chicago teachers formed a real trade union some' years
ago and went on to affiliate with the National Federation of Labor.
They took up vital economic issues such as local taxes, teachers'
wages, and tenure of position, and effected remarkable results. But
finally the Chicago School Board, jealous of its petty prerogatives and
egged on by big tax dodgers made war on the teachers' union. What
the outcome will be is not yet certain. Teachers need a strong economic
union as much as any other class of wage earners. The objection that
it would be undignified is 'bunk.' It is a red herring drawn across
the trail. In union is strength for teachers and countless benefits for
pupils."

The above editorial, especially the last few words, should furnish
teachers food for serious thought. Coming from the public press, it is
at least significant.

In Medford, Oregon, during December of last year, the State
Teachers' Association was re-organized. A constitution ''embodying
the most modern ideas" was adopted.' This constitution provides for a
representative council to transact the business of the State Association.
In the article apportioning the representatives among the various
educational interests and agencies of the state, appears this clause : ** A
representative from each association of teachers having more than
fifteen members and having at least three regular meetings each year."

This clause is the classroom teacher's opportunity. Organization

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ORBGON TEACHBRS MONTHLY 19

is made easy, because it will be approved and supported by a great
state association. California is a highly organized state. Strong
local teachers' associations abound. California, has '^ initiated and
secured more advanced educational legislation than any other state
in the Union. This is what **The Sierra Educational News" of Cali-
fornia has to say of the Oregon educational situation and the new
State Teachers' Association : **If the teachers of Oregon use judgment
and hang together through their new form of organization, they may
accomplish much."

It will be admitted that more can be accomplished if there are
many strong local associations to carry on the work initiated by the
State Association. Organization is the trend of the times. The class-
room teachers have the opportunity to take their full share in the work
of the State Association. They can either march abreast of the times
in the educational movements going on today, or they can remain
isolated individuals doing only the narrowing work of the school room.
It remains to be seen what the teachers of Oregon will do. They can
see what other teachers have accomplished by their combined efforts in
grade teachers' associations.

RX7RAL TEACHERS.

The best figures available, and, though wholly inadequate they
are fairly significant, show that about one-fourth of the teachers in
one-room schools are men, that about one-fifth of the whole number,
men and women, are married, that two-thirds of the teachers try to
hear more than twenty recitations a day, that only an infinitesimal per
cent are provided a *'home" at public expense, that most teachers live
in the district in which they teach, that the average country-teaching
life of a teacher is forty-five school months, in an average of three
different schools, that but one in twenty-five has had more than an
elementary school education. — Journal of Education.

MY CREED.

I would be true, for there are those who trust me,
I would be pure, for there are those who care ;

I would be strong, for there is much to suffer ;
I would be brave, for there is much to dare.

I would be friend of all — the foe — the friendless ;

I would be giving, and forget the gift;
I would be humble, for I know my weakness;

I would look up — and laugh — and love — and lift.

— H. A. Waters.

What thf best and wisost parent wants for his own child, that
must the community want for all its children. Any other ideal for our
school is unlovely; acted upon it destroys our democracy. — John

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20

OREGON TEl^iCHERS MONTHLY

Hygiene of the Mouth, Nose and Throat as Related to
School Progress

By B. W. DEBUSK, Unlv^nity of Oregon

Education must take into account
the whole man. And the whole man
is built up on what he Is physiologic-
ally. His education depends upon his
ability to profit by the^ experience of
society which the school brings to
him. We are just beginning to real-
ize that the inability of mahy to ac-
quire the full benefit of the education
offered them depends on the handi-
capping influence of some physiolog-
ical defect. A very interesting group
of such defects is found in patholog-
ical conditions of the mouth, nose
and throat. The retardation caused
by the eye and ear is due to the fact
that mental processes which depend
upon those organs for their stimula-
tion can not function normally on
account of the faulty impression.
The conditions named above produce
a general weakening of the higher
mental processes through systemic
poisoning.

It is said by a writer on hygiene
• that a sound tooth is better for a
child than a thousand dollars in the
savings bank, a statement that is
probably not an exaggeration when
one considers the relation of de-
fective teeth to the physical ills and
to mental retardation of school chil-
dren. There are in the United
States over twenty million school
children. It is estimated that from
50 to 90 per cent of these have de-
fective teeth. Supt. Johnson studied
257 boys and 240 girls, varying in
ages from 4 to 18 years, and 96.8
per cent had defective teeth. Nine
boys and six girls had perfect teeth.
Sixty-one per cent of 266,420 chil-
dren in New York City had defective
teeth. The teeth of 2677 Cleveland
children revealed 15,061 cavities.
Other studies in the United States
and abroad confirm the above esti-
mates. The estimate that 90 per cent
of the school children have at least
one decayed tooth is probably con-
servative enough. Decay of the tooth
begins on the outside and is of out-
side agency. Bacteria attack the food
particles left in the mouth and cling-
ing to the teeth. The resulting acid
breaks down the enamel, thus expos-
ing the dentine and opening the way
for the invasion of the interior of the
tooth. The lime is dissolved out and

soft areas are left. The pulp be-
comes infested, pus appears and the *
tooth dies. With the appearance of
bacteria through the root an abcess
develops accompanied by fever. Of
course there is marked individual
difference in the resistance to the
disease and the onset of decay de-
pends upon the character of the
enamel. This, at bottom, probably
depends on the character of child
feeding during the period of the for-
mation of the tooth. Investigation
shows a relation between the quality
and kind of feeding of the child and
the amount of dental caries. Bottle
fed children show a higher percent-
age of defect than breast fed. Also
the percentage of good teeth in-
crease with the length of the period
of breast feeding. Undoubtedly
there is a causal relation between
dental caries in children and the mal-
nutrition resulting from improper
feeding. The lack of lime and the
action of acid forming bacteria work
together for the production of the
disease.

. There is a close relation between
this and other diseases found
among school children. Among the
first is the onset of indigestion re-
sulting from poor mastication. The
child tendfe to protect the sensitive
tooth. In the wake of the indiges-
tion comes constipation, auto-intoxi-
cation and head-ache. In an ad-
vanced ^tage of tooth decay one
must reckon with the effect of pus.
It is yet an open question of the ef-
fect of pus when taken Into the di-
gestive tract. But when absorbed In-
to the blood many toxic effects re-
sult. Among other effects one finds
the enlargement of the glands, ear-
ache, and defect of hearing. Prob-
ably 50 per cent of the cases of de-
fective hearing among school chil~
dren are cases for the dentist. Some
forms of epilepsy and chorea may
even be traced to defective teeth.
There is also a relation between
sound teeth and physiological age.
Those who have good teeth are on
the average a half year more ma-
ture than those who have defective
teeth.

That there would be a relation be-
tween success in school work and

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ORfiGON TB2ACHKR9 MONTHLY

21

sound teeth seems self evident. The
work of the child is an expression
oC its available energy, which in turn
is largely a matter of digestion.
Ayers found in New York a much
larger percentage of defective teeth
among dull children. Wallin showed
a marked improvement in the quality
of work to follow the proper care and
treatment of the teeth of a class of
retarded children in the Cleveland
schools.

Not only the opportunity but the
duty of the school is plain. Children
should be taught the care of the
teeth. The instruction must not stop
short of habits of tooth cleanliness.
The presentation of a tooth brush to
the child may in the long run be
worth more than the presentation
of a free text-book. The school
should also offer treatment. The
prevalence of the disease shows that
it is useless to expect the parent to
deal adequately with the problem.
The school dental clinic is the only
sure means of securing the neces-
sary treatment.

Health is protected against the in-
Tasion of disease germs by the ton-
sils. These while safeguarding the
health when normal lose their pro-
tective power when diseased and in
tnm become the sources of infection
through the harboring of disease
germs. The normal tonsil appears
as a small pink mass of lymphoid tis-
sue. A slight enlargement is norm-
al during the cutting of teeth but a
permanent enlargement especially if
irregular, containing crypts or white
spots is distinctly abnormal. The
most commonly listed effects of dis-
eased tonsils are, beside the slight
obstruction of breathing that may
occur, heart and throat infections,
diseases of the ear, chorea, tubercu-
losis, enlargement and inflamation of
the glands of the neck, and a gen-
eral lowering of vitality and resist-
ance to infection.

The adenoid is a third tonsil situ-
ated in the naso-pharynx. When
large, adenoids effectively close the
nasal passage and force mouth
breathing. Adenoids are occasional-
ly found in infants and in adults.
There is a tendency to disappear af-
ter the age of puberty, but when al-
lowed to disappear by absorption
rather than by surgical means the
results developed by the early neg-
lect remain. The adenoid may be
caused by a lymphatic diathesis, by

frequent colds, or exposure to condi-
tions which are unhygienic. The
most common symptoms are mouth
breathing, the dull inquiring look, ir-
regular teeth, the high arched palate,
the nasal voice and occasional speech
defect and the flat chest. Nutrition
is impaired and growth may not be
normal. There is a correlation be-
tween tuberculosis and adenoids,
since investigation shows a large per-
centage to be infected with the germs
of the disease. It is estimated that
there are two million school children
in the United States that are victims
of this condition. Mentally the ade-
noid child is characterized by lack of
attention and memory. There is dif-
ficulty not only of retention but of
forming an idea of anything new.
Mental processes show a slowness
especially in turning from one sub-
ject to another. All this is prob-
ably due to impaired function of the
brain. The adenoid may explain
many a case of inattention, nervous-
ness, irritability and misbehavior.
The result of an operation is a quick
restoration to the normal.

In the defective tooth, in the af-
ter effects of tonsilitis, in catarrhal
conditions of the upper nasal pass-
ages involving the cavities of the
bones ordinarily filled with air, one
finds frequently buried pus pockets.
The mouth and nasal passages are
especially open to invasion by bac-
teria of this type, so that during in-
flammation of these passages it is
surprising the number of pus pockets
that can be found. Whenever these
are present there is a certain amount
of absorption and consequently sys-
temic poison. For a long time there
was thought to be a relation between
rheumatism and tonsilitis. Later it
was observed that many patients suf-
fering, with rheumatism also had ul-
cerated teeth or chronic supperation
of the nasal passages or the passages
opening Into the nose. When such
abscesses were treated it was found
that the rheumatism improved. It
now seems that the buried pus cavitv
is the prerequisite for the production
of rheumatic poison, at least for a
number of the varieties of that dis-
ease. There can now be no question
that the proper treatment of the af-
ter effects of colds and tonsilitis and
proper dental care would prevent a
great deal of child rheumatism.

This group of pathological condi-
tions, adenoids, dig^^^^^Ct^g^^j^d

?2

ORJSGON TBACBER9 MONTHLY

dental caries together with catarrhal
conditions of the nose, colds, and
acute tonsil! tls is responsible for
mnch temporary mental retardation.
The mental effect follows roughly
Ribot's law that the last powers to
unfold are the first to-be lost The

powers most affected are just those
that the child needs most in adjust-
ing himself to his environment If
these conditions persist for a long
time, growth is affected and the rate
of physiological maturing slowed
down so that a temporary retarda>
tlon becomes a permanent one.

Reading in the Upper Elementary Grades

By 8ABSA OONKEB. Portlaad, Oreffoo.

Reading in the seventh and eighth
grades is a subject which needs a
chance to take its place in the sun.
Every teacher will agreo that read-
ing is the foundation of all culture,
but in our crowded modern curri-
culum it is the first subject to* go to
the wall on a day of h?tress. Arith-
metic and grammar and history must
have full time or the pupils will not
make passing marks, but reading
does not count.

Arithmetic and grammar, how-
ever, do not play as long nor as
vital a part in the life of any indiv-
idual as does a love of reading.

That is my text, a love of reading.
By the time a boy or girl has
reached the seventh grade the me-
chanics of reading should be mas-
tered and the most important thing
for the teacher of reading in the
last two grades to do is to make cer-
tain that every pupil acquires the
reading habit, a habit which will
mean life-loitg pleasure and profit.

A study of isolated fragments of
stories and poems from a reader will
never give eighth grade boys and
girls a love of reading. Anything
in his reader which is interesting to
him has been read by a normal
child before the book has been a
week in his possession. How then
can he be interested in hearing mem-
bers of his class mumble over a story
he already knows by heart? Why
should he be expected to enjoy look-
ing up dictionary definitions of lists
of words when he knows the meau-
ing of the story?

But suppose he is asked to bring
to class a book which he thinks is in-
teresting and read a selection from
it He will bring it and it may be a
"pennythriller." Even so, he will
not fail to be Interested when an-
other boy reads to the class about
Tom Sawyer's ingenuity in disposing
of his Saturday's chore of white-

washing, and he will want to read
all he can find about Tom and his
chum, Huck Finn. It will not re-
quire much discussion of Treasure
Island to show that he finds it as
full of thrills as any "thriller."
Children know good books and like
them when they have a chance, and
are guided In their reading. It should
be a regular class exercise to bring
library books and read selections to
the class. The ability to hold atten-
tion and arouse interest should be
the test of the reading.

Every seventh and eighth grade
pupil should be required to read at
least one good book every month as
a part of the regular course in read-
ing. It may be hard to find books
that will interest some of the slow
pupils who have found the mechanics
of reading so hard to master that
they have an active dislike for read-
ing. By carefully choosing for them
simple and very interesting short
books even these pupils will in six
months acquire some facility m
silent reading. By giving them fre-
quent "tastes" of interesting books
they learn to like reading and form
the reading habit.

A well selected class room library
from which each child may be helped
to find something suited to him, will
be a great help in getting children
to form the habit of regular reading.
In a very short time the general ten-
dency will be to read a book a week
rather than one a month. They
should be encouraged to reread good
books. One Chinese boy in the sixth
grade was observed to read and re-
read the five volumes of Howard
Pyles King Arthur series. He thor-
oughly saturated himself with the at-
mosphere of that wonderful court
for a period of five months. That
isn't a bad way for anyone to studyi
a period.

Besides forming the habit of gen

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ORBOON TBACHBRS MONTHLY

23

eral reading pupils in these grades
should learn to know and love litera-
tare* Most of the selections from lit-
erature should be read to them for
few pupils in these grades are ca-
pable of appreciative reading. Af-
ter the reading the selections should
Xte discussed and commented upon.
When the bit of literature is a poem
it should be memorized, not to be
recited once and dropped, but to be
given again and again for the
pleasure to be derived from giving it
and hearing it. Children love poet-
ry and they memorize so easily that
their minds should be stored with
these bits of literature. Upper grade
pupils sometimes seem from disuse
to have lost some of this facility,
but the giving of memory gems is
such valuable training in the use of
the voice in enunciation and inter-
pretation that the rather self-con-
scious older boy and girl i^hould be
taught to do it. They need the dis-
cipline of it more than the primary
pupil does.

Another element of reading which
has been largely lost to the upper
grades is dramatization. Somewhere
in the middle grades as the child
has become self-conscious and less
imaginative and the teacher crowd-
ed for time this use of the child's
love of play-acting has been dropped.
It is so valuable as a ' meatus of
gaining force and vividness in read-
ing, as a means of interpretation of
literature, as self-expression, that it
should be used a great deal in the
seventh and eighth grades. Stories
and bits of literature and historical
incidents should be turned into little
plays. They are not too old to en-
joy giving the fairy stories and
folk-lore. Julius Caesar and the
Merchant of Venice are not beyond
their powers of appreciation. And
how they love it!

A class of seventh grade girls
spent weeks of their English time in
preparing a play from the Jungle
stories. Then they drilled a class of
third grade pupils in the parts and
presented the play to the other class-
es, taking throughout the keenest
interest though they themselves
were not the actors.

A group of eight grade boys wrote
ft play from the Three Musketeers.
They made swords and drilled thor-
oughly in fencing, then stage-man-
aged their play and presented it to
another class.

These seventh and eighth grade
classes gave in five months 21 little
plays, selecting the plays, managing
them and presenting them entirely
by themselves. These were all given
after school. If they love this work
enough to give their play time to it,
it is certainly vital enough to them
to be valuable as an aid in teaching
of reading.

If the upper grammar grade pupils
can be taught to love reading and
form the reading habit, to love liter-
ature and Interpret it appreciatively,
to express themselves through their
reading work, then this will be a
stimulating and vital subject and
perhaps It will come to be regarded
as a major subject.

No school board should think of
having school open until the school
house has been thoroughly cleaned
and aired, and all the weeds cut
and cleared away from the school
grounds. The schoolhouse and the
grounds should present a neat, at-
tractive and inviting appearance to
the teacher and the pupils when the
school opens. — 'Exchange.

A cheerful temper, joined ^^itb in-
nocence, will make beauty attractive,
knowledge delightful, and wit good-
natured. It will lighten sickness,
poverty and affliction; convert
ignorance into an amiable simplicity,
and render deformity itself agree-
able.— Addison.

Aim at perfection In everything,
though in most things it is unat-
tainable; however, they who aim at
it, and persevere, will come much
nearer to it than those whose lazi-
ness and despondency make them
give it up as unattainable. — Chester-
field.

The human soul is the sun which
diffuses light on every side, invest-
ing creation with its lovely hues, and
calling forth the poetic element that
lies hidden in every existing thing. —
Mazzini.

Mirth is God's medicine. A man
without mirth is like a wagon with-
out springs, in which one is caused
disagreeably to jolt by every pebble
over which it runs. — Beecher.

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24

OREGON TKACHER8 MOBTTHLY

Oregon Govermental Affairs

Bjr BOBEBT OABLTON OLABK, Buffeno, Oregon

Supreme Court and Grammar.

Judicial decisions are constantly
furnishing examples of the horrifying
results of "careless and negligent"
speech. The teacher seeking an apt
illustration to point a moral and
adorn a tale as well as to prod the
lagging energies of the pupil who
fails to see the value of learning hab-
its of correct expression will find de-
light in a recent decision of our state
supreme court. The illusive "com-
ma", the "dot" over the "i", the cross
of the **t", the omission of the inof-
fensive article "the", all these have
brought disaster upon the unwary
man who has sought his day in court.*
Teachers who take care to make a
collection of all these horrible ex-
amples ought to have no difficulty in
arousing an interest in the usually
dry subject of grammar among her
prospective lawyer pupils. Or is
grammar any longer a subject of
study in our public schools? Any
way one or more Oregon lawyers
must repent bitterly their failure to
apply themselves more dilligently to
the subject since by using "and" in-
stead of '*or*' they lost their case and
failed to secure manifest justice to
their client. And this is how it all
happened.

A Portland policeman was run over
by a truck belonging to a manufac-
turing company and killed. Against
this company his widow brought suit
for damages. The company in its
answer to the complaint charged that
the deceased had been negligent of
his safety. In answering this charge
the lawyers for the plaintiff entered
a denial that the deceased had *'care-
lessly and negligently stepped back
directly in the path of the moving
wheels of the truck, and that he care-
lessly and negligently failed to look
out for himself and turned his back
upon the truck." In this form the
supreme court holds that their is no
denial of the act itself but only of the
manner in which he failed to look af-
ter his safety. In other words, there
was failure to deny that the deceased
policeman stepped back in front of
the truck or that he failed to look out
for himself and turned his back upon
the truck. There was merely denial
that these things were done careless-
ly and negligently. If the conjunction
*'or" had been used instead of "and"
the denial would then have been com-

plete. The circuit court had given a
decision favorable to the widow. The
supreme court reverses this decision
and thus what seems a trifling error
causes her to lose all compensation
for her loss.

Congress Acts on Land Grant.

Congress has passed a law provid-
ing for the survey and sale of the an-
sold portions of the Oregon and Cali-
fornia railway land grant. The secre-
tary of the interior is authorized to
classify the grant into power-site
lands, timber lands (not less than
300,000 feet*to 40 acres), and agri-
cultural lands. Timber off lands will
be sold by competitive bidding and
after removal of the timber the land
will be classed as agricultural. It is
estimated that l,000,fi00 acres will
come under agricultural classifica-
tion. Entrants may take up 160-acre
homesteads, for which they must pay
the government $2.50 an acre, 50
cents an acre at time of entry and
balance when they obtain patents.
Persons who have resided on the
land since December 1, 1913 and
have improved it for agricultural pur-
poses, shall have preferred right to
it. Back taxes unpaid will be paid
by the government. Such moneys as
remain from the sale of the grant af-
ter paying the railroad $2.50 per acre
for the land and the unpaid taxes on
it is to be divided, 25 per cent for
the irreducible state school fund, 25
per cent to the counties in which land
is located for schools, roads, etc., 40
per cent to the federal reclamation
fund, 10 per cent to general fund of
the government.

Initiative Measures.

On July 6, the last day for filing
initiative petitions, eight measures
had been submitted to the secretary
of state with the requisite number of
signatures. This year more than 20,-
000 names were necessary to validate
a petition. With three constitutional
amendments submitted by the legis-
lative assembly, the voter will be
asked to make a decision in Novem-
ber on only eleven proposals. These
measures, if enacted by majority vote
of the men and women who take the
trouble to vote yes or no on them.
will prohibit compulsory vaccination
and medical treatment, limit the tax-
ing power of all taxing authorities,
repeal and abolish the Sunday closing:

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ORBGON T^CHKRS MONTHLY

25

law, permit the manufacture of beer
in Oregon, prohibit importation of
liquor for beverage purposes, estab-
lish a state normal school at Pendle-
ton, provide for a form of single tax,
and establish a system of rural cred-
its. These measures will be described
and discussed later.

Candidates' Expenses in Primary
Blections.

[ The expenses of all candidates for
I state and national nominations at the
I May election amounted to something
' near 160,000. The Republican candi-
dates were 75 per cent of the whole
number and expended 96 per cent of
the total sum. The candidate may not
expend for himself in excess of 10
per cent of the first year's salary. He
is, however, permitted to* expend as
I much as $100 and space paid for in
I the state campaign pamphlet does not
count against the maximums. A can-
didate's friends, however, are not
limited in their expenditures in his

behalf. The successful Republican
candidate for president was not
obliged to spend one cent to secure
the nomination from Oregon while it
cost the two unsuccessful candiates
some $6,000 each. Expenditures vary-
ing from 10 cents to $7,000 were re-
ported in statements filed with the
secretary of state. This latest pri-
mary'election, like its predecessors,
seems unnecessary for state offices.
It is expensive both for the state and
for individual candidates. Not many
more than half the qualified voters
took the trouble to vote. A single
election in November giving the voter
an opportunity to exercise twu or
more choices as between the several
candidates for all offices would se-
cure practically the same result now
obtained by two expensive elections.
There is no good reason for attach-
ing national party names to state can-
didates but even this might be done
and a single election would still be
enough.

Rural School Department

Edited by MBS. M. L. FULKEB80N, Sfttom, Orogon

To the rural teachers of Oregon we
extend our best wishes for a happy,
successful school year. This, the first
number of the new Oregon Teachers
Monthly, comes to you heralding a
new department which is to be de-
voted solely to the rural school in-
terests. We hope to make it a suc-
cess but whether we do or not de-
pends upon the assistance you give
us. We want to make this magazine
the best official state paper in ex-
istence. We want your co-operailon.
May we depend upon every rural
teacher in Oregon to do his or her
part? If so, success is assured. If
not, the attempt will end is disastrous
failure.

Here are a few of the things we
want you to tell us: Have you worked
out some plan in your school that
might help other teachers? Do you
know of a teacher who is doing some-
thing in her school or community
that is especially interesting? Is there
some subject that you would like to
have discussed in this department?
In what way can we help you most?
This is your department. Please con-
sider it so and everybody boost for
the state magazine.

All communications for this de-
partment, in order to receive prompt
attention, should be in by the fifth of
the month previous to publication.

Send directly to the department edit-
or, Mrs. M. L. Fulkerson, R. F. D. 4,
Salem, Oregon.

Teachers Exchange.

If you or your pupils would like to
correspond with a school in another
locality, send us your address and
state your preference for location
of correspondent and we will publish
it in a Teachers Exchange column.

Public School Compositions.

We should like to continue the
public school compositions and in or-
der to stimulate interest we will se-
lect from those sent us each month,
the best one written by a boy and the
best one written by a girl and publish
them in this department. The names
of the winners will be placed on the
Composition Honor Roll which will
be printed in each issue throughout
the year. Compositions should not
exceed 300 words and must be in the
hands of the editor of this depart-
ment by the first of the month pre-
vious to publication.

Hot Lunches in the Rural School.

Ten or even five years ago, if any
one had suggested that something hot
be prepared and served to the chil-
dren who brought.,. th|i^l^f^ to

26

0RBO09 TBACUBRS MONTHLY

school, the person making the sug-
gestion would have received but scant
attention. If he were not openly ridi-
culed. Yet today the hot lunch Is an
established Institution In a great
many schools where It Is proving Its
right to exist by increasing the ef-
ficiency of the pupils and teachers.

Do you belong to the ranks of the
skeptics who are yet to be converted
to the practice? If so you are prob-
ably asking the question, "How can
the serving of a hot lunch in a rural
school be justified when the teacher
is already overworked?" There are
a great many argum^ts for hot
lunches among which are the follow-
ing, which perhaps will serve to
answer the above question:

Something warm served with a
cold lunch stimulates digestion by
starting the flow of the digestive
juices. This alone is worth while be-
cause until food is digested it cannot
be utilized by the body. When chil-
dren have walked some distance
through the cold and rain or snow
they use a great deal of the heat and
energy supplied by the food eaten at
breakfast, which by the way is not
always sufficient in quantity or nu-
triment to carry the child through to
noon. Therefore by 12 o'clock he
needs the new supply greatly, and
the sooner it is available for body
building and the furnishing of heat
and energy, the sooner the child is
ready for work again.

Hot food insures slow eating be-
cause it is impossible to bolt it down.
This gives opportunity for thorough
mastication which in turn assists di-
gestion.

It is more convenient to serve hot
cocoa or soup to the children while
they are sitting at their desks. This
keeps them together which creates
sociability and gives an opportunity
to teach, by example at least, some of
the rudiments of table manners.

Having to display the contents of
the lunch pail tends to bring a better
lunch. This does not mean a more
expensive or elaborate one but a
cleaner, neater, better packed one.
Many teachers can testify to the need
for such an improvement.

The preparation of the food gives
opportunity to teach some much
needed lessons in simple cookery and
cleanliness. This work can all be
done by the girls and does not add
to the teacher's work at all.

These are only a few of the argu-
ments along this line but should be
sufficient to convince anyone that at

least it would be well to try serving
something hot a few times.

One of the first problems the teach-
er will have to meet after deciding to
try the plan is the one of financing it.
This has been accomplished in a num-
ber of ways by different teachers to
meet local needs. Some find it best
to charge the children so much a
week so that the materials can be
purchased; others ask for volunteer
donations and still others assign each
pupil a certain day on which he is to
suply the material for the hot dish
for everyone in the school. Managed
in this way, the child can bring
something that is most convenient
for the mother to send., unless the
same food has been served too often
already. Since every pupil derives
the benefifr from the food furnished
by the others, this method is quite
fair to all. In some school districts
there are sufficient school funds to
allow the teacher enough money to
buy all the materials and in at least
one school in the state, a woman was
hired to come early and prepare the
food. In this case the children were
charged enough to cover the cost of
the materials.

Of course a rural teacher has too
much to do to spend any time cooking
for even the hungriest of children but
there are always girls who are will-
ing to do the work and even the
boys can be taught to help. Two
girls can be assigned to work to-
gether in preparing the food. On the
day on which they are to serve they
can prepare the food at the morning
recess, putting the soup or tocoa on
to cook in the double boiler. (This
can be improvised by placing the pan
to be used inside of one a little
larger. The larger kettle is to contain
water to prevent the food from
scorching. At noon these same girls
can be dismissed five minutes earlier
than the rest of the pupils in order
to get everything ready. Two other
pupils should pass the bowls or cups
and spoons and paper napkins, and at
12 the rest of the children can pass
out quietly and bring In their lunch.
Each child should have two paper
napkins, one to use as a tablecloth
and the other as a napkin. Then each
child should set his own cover neatly
and correctly. It takes some time to
describe this but the actual work can
be accomplished in a very short time.
One difficulty which many teachers
have to meet is the lack of cooking
utensils. It is really surprising how
few articles are really essential after
all. One double boiler or Its equlva-

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ORICGON TKAGHSR9 MONTHLY

27

lent, which is large enough to con-
tain sufficient food to serve everyone,
a knife, large spoon, teaspoon, meas-
uring cup, and a dish pan, and a few
dish towels are the essentials. Any
teacher who can secure funds for
more than this can also find other
things that would be useful.

The Oregon Agricultural College
has published a bulletin on this sub-
ject which gives many more details
and also gives recipes. Anyone de-
siring a copy of this bulletin may
have it free of charge by writing to
j the extension service for bulletin No.
' 222, School Lunches. — Helen Cow-
' gill, Assistant State Leader Club
Work, Corvallis, Oregon.

For the Basket Lunch.

The following suggested menus for
the school lunch basket give the
child,, as nearly as is practicable in
such a meal, the proper proportions
of the different classes of foods:

1. Sandwiches with sliced tender
meat for filling; baked apples, cook-
ies or a few lumps of sugar.

2. Slices of meat loaf or bean loaf;
bread-and-butter sandwiches; stewed
fmit; small frosted cake.

3. Crisp rolls, hollowed out and
filled with chopped meat or fish,
moistened and seasoned, or mixed

I with salad dressing; orange, apple, a .

i mixture of sliced fruits, or berries;
cake.

! 4. Lettuce or celery sandwiches;

I cnp custard; jelly sandwiches.

I 5. Cottage cheese and chopped
green-pepper aandwiches, or a pot of
cream cheese with bread-and-butter

I sandwiches; peanut sandwiches; fruit

! and cake.

; 6. Hard-boiled eggs; crisp baking-
powder biscuits; celery or radishes;
brown-sugar or maplesugar sand-
wiches.

7. Bottle of milk; thin corn bread
and butter; dates; apple.

8. Raisin or nut bread with but-
ter; cheese; orange; maple sugar.

9. Baked bean and lettuce sand-
wiches; apple sauce; sweet chocolate.
—School News.

Hie Rural Home and the Farm
Woman.

The rural home has much to do
with the condition of the rural
Khool. The rural educational prob-
lem is wrapped up with the rural
home and community problem.

The needs of the rural home have

been overlooked and the farm wom-
an has been forgotten in all of the
progressive movements for rural bet-
terment until comparatively recent
years.

The farm home is the beginning
and the end of every day's work. It
differs from the town home in this
respect. The farm home is an essen-
tial part of the farm business. If the
farm home and the farm woman are
not what they should be, the farm
business cannot be what it should be.

If the farm woman's health and
strength are conserved by the time-
saving and labor-lightening conveni-
ences and she is given the requisite
time and training, she can make life
in the rural home interesting, whole-
some and satisfying, as indeed she
has done already in so many in-
stances. She could do much to pro-
mote the health, happiness and men-
tal and spiritual well-being of her
family, to enrich country life and
make it attractive, and thus to free
us from farm tenancy, one of the
greatest obstacles of the day to farm
progress. The country has many
natural advantages over the city for
making home life what it should be.
and it only remains for these advan-
tages to be made the most of.

The work is of such magnitude and
importance that it can be done thor-
oughly and satisfactorily on)/
through national agencies and I
earnestly hope President Wilson will
appoint a national commission to
study the problem of the farm home
and the farm woman as he has been
asked to do by those having this mat
ter very much at* heart.

It is not sufficient to give the farn^
woman all of the conveniences of a
model home. Country life must be
made socially satisfying.

In order for country life to be
financially and socially satisfying the
people must have education and own
their homes, and must co-operate
with each other in rural community
activities and must have rural com-
munity organization for the promo-
tion and support of an educational,
rellgiouE, social, business and intel-
lectual community life. Some are of
the opinion that the whole rural
problem is "practicaly the problem of
the country school.'' The country
school, which is to improve agricul-
tural conditions and keep good citi-
zens on the farm and make good cit-
izens on the farm, must relate its
work to the community life of the
people served by it, must edii^atQihe

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28

OREGON TEACHERS MONTHLY

children for country life instead of
away from it, and must relate univer-
sal elements of education to the coun-
try community needs, must train the
children for their future work in the
home, on the farm and in the social
life around them, must be a "com-
munity center of education, instruct-
ing both children and adults in terms
of country life and pointing the way
to community prosperity and wel-
fare." must concern itself with the
business and social life of the people,
promoting helpful and profitable co-
operation and neighborliness. It can-
not neglect the health, the recreation
nor the social ideals of the people.

Of greater importance than the
question of the "high cost of living"
is that of the "high cost of wasting,"
but of greater importance than both
of these is that of the ''high cost of
ignorance." One of the best reme-
dies for the poor home is the teacning
of home economics in all of its
phases.

Of all the agencies, the neighbor-
hood teacher with agricultural and
home economic training and the right
spirit of civic service ought to be the
most effective. I rejoice that two-
thirds at least of our normal schools
are contributing effectively to the so-
lution of this farm woman and rural
life problem by giving their students
training in home economics.

The home economics extension
work of normal schools and colleges
for rural communities is producing
gratifying results. The Smith-Lever
bill offers great promise for the de-
velopment of home betterment work
for the country. The Rural Credits
Act recently passed by congress w.111
do much to better rural conditions
and rural homes. On the whole, I
think the outlook or the betterment
of rural life conditions is full of hope.
Our people are waking up to the vital
importance of the rural problem to
the welfare of the whole country, as
never before in our history, and are
girding themselves for a great intelli-
gent and united effort to give help
where it is most needed. I think we
can thank God' and take courage. —
David B. Johnson in Journal of Edu-
cation.

Alphabetic Gem Game.

Being requested by several, who
have heard of my "Alphabetic Gem
Game," I gladly submit it to the read-
ers of the Oregon Teachers Monthly
hoping it will be of assistance to
others.

I began by writing with colored
crayon the first gem, preceeded by a
bold capital A upon the front board
and asked the pupils how many
wpuld be able to recite it at roll call
next morning. Needless to say they
all had it by the time mentioned. I
then put the second, B, on the board
and told them we were going to play
part of a game at roll call three times
each week and it would possibly take
several weeks to win the game, but
if they would recall the story of "The
Hare and the Tortoise," they could
see the value of stick-to-it-ivenei^s
and as a reward the two best players
would be rewarded with a prize when
the final part was played.

When the gems were nearly all
learned I asked them how we would
decide who were the winners. By a
vote they chose the primary teacher
to be judge at the contest which we
held on a Friday p. m. after recess,
the time usually devoted to literary
work. The judge considered three
points: (1) Correct reproduction,
(2) good articulation, (3) declama-
tion.

It is surprising to note the interest
caused by this contest. There were
over 75 per cent that knew them all
and I hear the gems referred to aU
most dally. The following are the
gems used:

(A) An ounce of pluck is worth a
pound of luck.

(B) Be a man among men, for
your mother's sake.

(C) Conquer your bad habits just
as you would conquer a hard prob-
lem in arithmetic; one exercise is as
good as the other to educate you.

(D) Do what conscience says is
right; do what reason says is best;
do with willing mind and heart; do
your duty and be blest.

(E) Ever learn to live well that
thou mayest die so too; to live and
die is all we have to do.

(F) Friendship is the cement
which really combines mankind.

(G) God is our Creator, our Fath-
er and Benefactor, and is such a Cre-
ator, Father and Benefactor as de-
serves our highest love.

(H) Hasty tempers break good
resolutions.

(I) I would rather be right than
president of the United States.

(J) Join hands with no one fvho
does not love his country and his
fellowman. / ^^^i.

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ORSGOIV TEU.CHER9 MONTHLY

29

(K) Keep your pennies and you
will Qever want for dollars.

(L) Love will beget love; a wish
to be at peace will keep you in peace;
jou can overcome evil with good;
there is no other way.

(M) Make no promise you cannot
keep.

(N) Never strive with your super-
iors in argument, but submit your
jadgment with modesty.

(0) Object to being led into doing
what you know to be wrong.

(P) Profanity never made a gen-
tleman and has ruined thousands.

(Q) Quarrels are like eggs; they
grow worse with age.

(R) Refuse to do a mean action be
it ever so small.

(S) Sympathy makes stronger
friends than gold, silver, or flattery.

(T) The greatest monument of
civilization is the home.

(U) Understand yourself and you
will better understand others.

(V) Very poor are they that have
no patience; no wound did ever heal
bnt by degrees.

(W) Whatsoever thy hand findeth
to do, do it with-all your might.

(Y) Yield not to the flattery of
one whom you have a reasoii to sus-
pect.

rZ) Zeal, rightly applied, will
make a companion worth knowing. —
Floyd D. Moore, Principal of School
at Sylvan. Oregon.

Selections for Memorizing.

The following are selections for
memorizing prescribed by the Oregon
State Course of Study, and are for
first, second, third, fourth and fifth
grades in the order given:

O D«MdeUon Yellow A» Gold.

0 dandelion, yellow as gold,
What do you do all day?

1 juat wait here In the tall grreen grass
Till the cWldren come to play.

0 dandelion, yellow as gold,

, What do you do all night?

1 wait and wait till the cool dews fall
And my hair grows long and white.

And what do you do when your hair is
white.
And the children come to play?
They take me up in their dimpled hands
And blow my hair away.

— Anonymous.

A Owteli Lsllaby.

Wynken, Blynken, and Nod one night

Sailed off in a wooden shoe —
Sailed on a river of misty light

Into a sea of dew.
"Where are you going and what do you
wish?"
.The old moon asked the three.
"We have come to fish for the herring-
fish
That live in this beautiful sea;
Nets of silver and gold have we."
Said Wynken,
Blynken,
And Nod.

The old moon laughed and sang a song,

And they rocked in the wooden shoe,

And the wind that sped them all night

long

Ruffled the waves of dew;

The little stars were the herring-fish

That lived in the beautiful sea;
"Now cast your nets wherever you wish
But never afeared are we — "
So cried the stars to the fishermen
three,

Wynken,
Blynken,
And Nod.

All night long their nets they threw

For the fish in the twinkling foam,
Then down from the sky came the
wooden shoe.
Bringing the fishermen home.
'Twas all so pretty a sail, it seemed

As if it could not be;
And some folks thought 'twas a dream
they'd dreamed
Of sailing that beautiful sea.
But I shall name you the fishermen
three:

Wynken,
Blynken,
And Nod.

Wynken and Blynken are two little
eyes,
And Nod is a little head.
And the wooden shoe that sailed the
skies
Is a wee one's trundle bed;
So shut your eyes while mother bings

Of wonderful sights that be.
And you shall see the beautiful things
As you rock in the misty sea.
Where the old shoe rocked the fisher-
men three —

Wynken,
BlynkeiT,
And Nod.

— Eugene Field.

Wlahlns.

Ring-ting! I wish I were a primrose,
A bright yellow primrose blowing in
the spring!
The stooping boughs above me,
The wandering bee to love me,
The fern and moss to creep across,
And the elm tree for our king'.

Nay — stay! I wish I were an elm tree,

A great, lofty elm tree, with green

leaves gay!

The winds would set them dancing,

The sun and moonshine dance in,

The birds would hou.se among the

boughs,
And sweetly sing.

O — no! I wish T were a robin,
A robin or a little wren everywhere to
go!
Through forest, field, or garden.
And ask no leave or pardon
Till winter comes with icy thumbs.
To ruffle up our wings! . ' .

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OREGON TBACHBR8 MONTHLY

Well— tell! Where should I fly to.
Where go to sleep in the dark wood or
dell?
Before a day was over,
Home comes the rover,
For mother's kiss — sweetest this
Than any other thing:. ,

William Allingrham.

TKe Year's at the Spring.

The year's at the spring:.
The day's at the morn;
Morning's at seven-
The hillside's dew pearled;
The lark's on the wingr;
The snail's on the thorn;
God's in His heaven —
All's right with the world!

— Robert Browning.

Old IroMsldes.

A3% tear her tattered ensign down!

Long has it waved on high,
And many an eye has danced to see

That banner in the sky;
Beneath it rung the battle shout.

And burst the cannon's roar;
The meteor of the ocean air

Shall sweep the clouds no more.

Her deck, cnce red with heroe's blood.

Where knelt the vanquished foe.
When winds were hurrying o're the
flood.
And waves were white below.
No more shall feel the victor's tread.

Or know the conquered knee;
The harpies of the shore shall pluck
' The eagle of the sea!

Oh, better that her shattered hulk

Should sink beneath the wave;
Her thunders shook the mighty deep.

And there should be her grave;
Nail to the mast her holy flag.

Set every threadbare sail.
And give her to the god of storms.

The lightning and the gale!

— Oliver W. Holmes.

Oregon State Library

By COBNELIA MABVIK, Librarian, Oregon State Xiibrary

Librar>^ Literature of Interest.

"Aids in High School Teaching;
Pictures and Objects," by J. C. Dana
and Blanche Gardner, contains defin-
ite information in regard to illus-
tratice material for all the subjects
in the high school curriculum —
slides, postcards, photographs, etc.,
being one of the most helpful publi-
cations recently received in our li-
brary.

The High School Libraries number
of the Wilson Bulletin will be of ser-
vice to anyone who is trying to make
a high school library more useful or
to organize it more effectively.

Esther M. Davis, librarian of the
Broklyn Training School for Teach-
ers, and Agnes Cowie, children's li-
brarian of Pratt Institute Free Li-
brary, have issued a pamphlet
''Library aids for teachers and school
librarians. '^ This gives titles of help-
ful material for picture study, story-
telling, and school literature in gen-
eral.

The Wisconsin state superintend-
ent has issued a pamphlet on **Les-
sons on the use of the school library"
which will be useful to anyone who is
trying to teach children how to use
books. The lessons are very definite
and helpful, and contain excellent
suggestions on the use of ordinary
reference books, cyclopaedias, dic-
tionaries, etc.

The National Council of Teachers
of English have issued a report of the
Commtitee on Home Reading, which
gives a list of books which teachers

may recommend for home reading for
high school pupils.

The Massachusetts Agricultural
College has isued a leaflet recom-
mending the following books for
teachers who are to go out to lural
schools. Any of these may be bor-
rowed from the state library, as may
the pamphlets mentioned above. They
are: Benson & Betta, Agriculture;
Bryan, Poems of Country Life; Bur-
roughs, Songs of Nature; Carney,
Country Life and the Country School;
Cubberley, Rural Life and Educa-
tion; Cutler and Stone, The Rural
School; Curtis, Play and Recreation
for the Open Country; Eggleston &
Bruere, The Work of the Rural
School; Field, The Corn Lady; Fiske,
Challenge of the Country; Foght. The
American Rural School; Kern, Among
Country Schools; McKeever, Farm
Boys and Girls; Meier, School and
Home Gardens; Wray, Jean Mit-
chell's school.

Cley^and Educational Survey.

The findings of this survey will be
issued in a series of twenty-five books
which will be bought by the sUte
library. The titles of those already
prepared are as follows: Health
Work in the Public Schools, Child
Accounting in the Public Schools.
What the Schools Teach and Might
Teach, Financing the Public Schools,
Education Through Recreation, Edu-
cational Extension, School Buildings
and Equipment, Measuring the Work
of the Public School. The publica-
tions resulting from this survey are

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ORBGON TEACHERS MONTHLY

31

as important and useful as any recent
educational literature.

New Books on Education.

The following titles, and notes, are
taken from the Booklist prepared by
the American Library Association.
Any of the books may be borrowed
from the Oregon State Library:

Bolenius, Teaching Literature in
the Grammar Grades and High
School, $1.25 net. "A work which is
based on a broad conception and on
thorough knowledge and experience.
It presents literature in practical les-
sons and yet does not deprive it of its
power to please and inspire. It can be
used by country as well as city teach-
ers. References to sources are exact
and there is a good index."

Bolenius, The Teaching of Oral
English, $1 net. An interestingly
written, wide awake text for teach-
ers, unique in that it gives so many
concrete examples from the author's
personal experiences in developing an
effective oral English program for
the four high-school years. Discusses
fundamental principles and gives sug-
gestive exercises which may be adapt-
ed for use in any ^ high school.

Dewey, Democracy and Education,
11.40 net. An introduction to the
philosophy of education, which . en-
deavors "to detect and state the ideas
implied in a democratic society and to
apply these ideas to the problems of
the enterprise of education." '*A no-
table contribution. . . The book is
more than an educational treatise.
The student, and especially the teach-
er, of philosophy will find in it a
much-needed statement of the
writer's general philosophy, bringing
together his views in education, psy-
chology, theory of knowledge, ethics,
and social theory."

Espey, Leaders of Girls, 75c net.
In a simple manner the author pre-
sents the characteristics of girls dur-
ing the adolescent period^ mingling
the facts of psychology with the wis-
dom gained from her own wide ex-
perience. Definite help is given on
how to solve certain problems of in-
dlTidual girls, and the more general
problems of the club life, and activ-
ities. Useful specially to inexper-
ienced leaders of girls' clubs.

Graves, A Student's History of
Education, $1.25 net. Not condensed
from the author's History of Educa-
tion in three volumes but rewritten
from a new angle, with stress placed
on institutions and practices, rather

than on theories, the whole designed
to help the teacher understand the
origin and significance of current
practices. Devotes about a half of
the book to the education of moderi
times and emphasizes American con-
ditions. Helpful features are the out-
line at the beginning of each chapter
and the list of books for supplemen-
tary reading at the end.

New York Ethical Culture School;
America the Wonderland; A Patri-
otic Festival, 60c. Describes one of
the Patriots' Day festivals, given by
the Ethical Culture School, New
York, as a part of its school work.
Tells in some detail how the sixth
and seventh grade children made but
their plan, worked out the symbolism
and the historic scenes, and prepared
for the performance of the play. Gi^ob
the text of the play and the music
used for the interpretative dances.

Payne, The Child in Human Prog-
ress, $2.60 net. A historical survey
of the treatment accorded children
among primitive people, ancient and
modern, of the child's place in the
domestic, social and economninc life
of ancient society, in the Middle
Ageis. under the factory system, up to
and including the rise of the modern
movement for child protection.

Sandwick, How to Study and What
to Study. 60c net. The author be-
lieves that the "coaching idea" should
be applied to studies as it is to ath-
letics. These informal talks to young
students give general principles, tell
why and how to study various high-
school subjects, suggest reasons and
requirements tor vocational subjects
and some of the older professions.

Kraps* ManuaLs.

Owing to the fact that the price of
paper has doubled, J. J. Kraps is
compelled to add a few cents each to
the price of his manuals. The price
of the Students Edition will be 2*5
cents instead of 20 cents. Teachers
manuals for one year paper will re-
main at the same price, 35 cents,
but those ^or five year papers will be
40 cents and for life papers 50 cents.
These prices do not include cost of
parcel post which is about 10 cents.
These manuals will all be enlarged
and brought up to and include the
questions for the last June examina-
tion, and will be found very useful
in the daily work of the school

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32

OREGON TEACIUBRS MOBTTHLT

Hight School Teachers' Department

Edited by HOPSIM JBHXINfl, Portland, Oregon

Frlnting in the Public Schools.

The introduction of printing in the
high schools curiculum has passed
the experimental stage and may be
classed as a fixture in Eastern cities,
but Jtfferson High is the pioneer on
the Pacific coast.

'I he correlation between the finj?-
lish, Mathematics, Art and Printing
departments in high schools is grat-
ifying'; and has proved the worth of
the latter wherever given a trial. In
the English department the work of
students electing printing, (for this
should be an elective subject) has
been, without exception, much im-
proved. It is found greater emphasis
can be paced upon errors if the stu-
dent is compelled to personally cor-
rect his mistakes (as he of necessity
must do in printing). Like errors
are seldom made, once they are cor-
rected in cold type, and a poor spell-
er soon becomes fair, and then good.
In punctuation the student's knowl-
edge is emphasized equally with spell-
ing, while In the proper division of
words printing fills a long-felt want,
for even college graduates are woe-
fully deficient here, that is, those
who have not taken up Journalism or
Printing. So it is with the four
" tions" — punctuation, capitalization,
syllabication and indentation (of
poetry) the average student's grades
are much improved "after-taking."

The subject develops the artistic
ability of the student, and enables
him to utilize his individuality, which
other studies have possibly failed to
bring out. The principles of drawing
and design are also an issue, as is
Mathematics. Wm. B. Kemprath,
principal of the public school of print-
ing, Buffalo, N. Y., says: "Typog-
raphy is an exacting science; its very
foundation stone is mathematics."

Superintendent J. P. Brouse of
Somerset, Ky., says: "There are six
principal values, as I see them, to be
gained from the adoption of Printing
in the school curriculum, namely:
The training in that particular line
as a trade or vocation; its value to
the student as to his habits, neatness,
exactness and initiative, correct use
of punctuation marks and spelling,
the interest the pupil takes in other
school work, through the influence of
Printing, design, and ideas of cost."

S. J. Vaughn, of the North Illinois
State Normal, says: "Send me a

sleepy-headed, uninterested bad boy
from the school, the stj-eet or the Jail,
and I'll put him in the print shop
half of each day with a little instruc-
tion, and he will wake up, clean up
and get busy. He'll at once become
absorbed in this real man's work; his
pride will grow with his skill and
he'll learn more spelling, more arith-
metic, more punctuation, more gram-
mar, more patience and more man-
hood In three months than in the
previous three years, if not in all his
previous life." These are the views
of men who have tried the system and
it has not been found wanting.

A few excerpts from the findings
of a survey conducted by the Cincin-
nati Chamber of Commerce are here
given, that all may understand how
business men consider the subject in
the large Eastern cities. They follow:

"The public school has a legiti-
mate function which it must perform.
It is the duty of the shop to give ap-
prentices full opportunity for that
trade training and practical experi-
ence which can be secured best in
the shop, but to leave to the school
supplementary training in technique,
theory and citizenship. In other
words the school should train for the
industries, but not In the industries.
This idea is concurred in by the of-
ficial representatives of the United
Typothea of America (employers' as-
sociation) and by the committee on
Industrial Education of the Ameri-
can Federation of Labor.

"On the whole the printing indus-
try offers good opportunity for the
boy who wants to learn a trade and is
adapted for his work. The work is
generally healthful, employment reg-
ular and income good.

"Employers in nearly every in-
stance indicate the beginners lack in
general intelligence and that they are
deficient in reading, writing, gram-
mar, punctuation, capitalization,
arithmetic, etc.

"Apprentice instruction now con-
sists of simply turning the boy over
to the foreman or some other work-
man, who does or does not instruct
the boy, according to his inclinations
or opportunity. The shop is failing :
in its duty toward the beginner.

"There has appeared no worthy
argument in favor of a trade school
which is supposed to turn out skilled
workmen.

"Printing in the public schools is

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OREGON TKACHKRS MONTHLY

33

highly desirable as manual-training
work — but should always be consid-
ered as manual- training work strictly
and not in any sense the teaching of
a trade.

"Schools in which printing is
taught as a manual training subject
should not commercialize their work.

"The teacher ol Printing should be
selected from the trade and not from
the schools."

Another feature may appeal to the
school board, and that is the saving
which may be effected by a printing
plant. By arranging with the in-
stmctor for an eight-hour, six-day
schedule, working 12 months (that
is, with vacation), it will be found
that the plant will pay for itself, be-
sidee giving students who show an
aptitude a chance to learn much re-
garding the trade which is usually
neglected in the shop. These would,
of course, eventually find their way
into commercial plants, where credit
will be given as to time served, ac-

cording to ability. A plant of this
nature soon pays for itself. Only
school work, however, is considered
legitimate. If outside work is ac-
cepted it will be to the detriment of
the plant, for any attempt to intro-
duce child labor with the idea of
monetary gain for the school district
will be taking profit from one of the
nation's greatest industries and will
not fail to excite righteous indigna-
tion among the business interests.
But the work for the district should
keep the instructor busy.

Comparatively few students who
study history become historians; so
possibly few who take up Printing
will follow the subject as a vocation,
but all will leave school much better
equipped to meet and master world
conditions than those who do not
take at least a few terms' work of
this new addition to the school cur-
riculum. — Ortley W. Athey, Instruct-
or of Printing, Jefferson High School,
Portland.

Grade Teachers' Department

Edited by VIOUl OBTSOHHJ), President of Portland Grade Teachera' AssociaUon

Elementary teachers and elementary teachers' associations are cordially invited to send
news items of their activities which would be of interest or value to other teachers to this
department of the The Oregon Teachers Monthly. Address Editor of Grade Teachers' Dei>art-
ment, Room 300, Court House, Portland, Oregon.

The Department of the Interior
has recently issued a "National Parks
Portfolio" which contains beautiful-
ly illustrated informational pamphlets
of nine of the great "playgrounds"
t)f the American people. These na-
tional parks are: Glacier, Mt. Rain-
ier, The Rocky Mountain, The Se-
quoia, Yosemite, Yellowstone, Mesa
Verde, Grand Canyon, and last but
not least, our own wonderful Crater
Lake. The portfolio does not seem to
^ designed for general distribution
bat one may possibly be secured by
writing to Oregon congressmen, or
directly to the Department of the In-
terior. Every child in our land
should grow up with a knowledge of
the beauty and grandeur which is his
natural heritage by birthright. Valu-
able lessons in appreciation and love
of his country could be instilled into
children through such teaching.
« * *

The Parents' Educational Bureau,
Room 551, Court House, Portland,
^ for distribution some helpful

pamphlets which will be sent free and
post paid to teachers who may wish
to use them in their school work.
Among the publications which might
be of value to teachers are the fol-
lowing: "The Cigarette Smoking
Boy," "Teaching the Boy to Save,"
"Teaching the Girl to Save." A
leaflet issued by the Portland Dis-
trict Dental Society contains much
information which children should
know. It will also be sent by the
Bureau.

* * *

Bulletin, 1915, No. 47, a "Digest
of State Laws Relating to Public Edu-
cation," in force January 1, 1915, is
a comprehensive publication of almost
1000 pages. It was issued by the
Bureau of Education in 1916. Teach-
ers and teachers' organizations will
find a study of this bulletin of value
to them if they wish to have an in-
telligent idea of various phases of
education throughout the United
States as reflected in school laws. All
betterment for teaching conditions
must come from teachers^themselves.

Digitized by VjOOQIC ■

1

34

ORBGON TSACHBRS MOBTTHLY

A study of tenure laws and of teach-
ers' retirement funds would put at
the command of members of the
teaching profession of Oregon a
knowledge of the experiences and
experiments of other states as a guide
to aid them in legislation which may
be enacted in the near future.

* * «

"The Elementary Teacher" Is the
official organ of the League of
Tea'chers' Associations. It is issued
in Baltimore during the school year
at a subscription price of 60 cents
a year. The aims of this grade,
teachers' organ are set forth in the
following statement: "The Elemen-
tary Teacher" is published to promote
the welfare of the grade teachers; to
cultivate a closer feeling of fellow-
ship; to discuss fairly, freely, and
truthfully all questions which may
be of interest to teachers and to the
community at large; and to use its
influence and its columns to bring
the general public to a realization of
the value — educational, cultural, and
moral — of the grade teacher to the
community. The teacher is the

school."

* * *

During the summer of 1915, Miss
Harriet Wood, of the Portland Li-
brary, inaugurated a course of talks
on children's literature. So enthusi-
astic were the teachers who attended
these talks that the course was re-
peated during the following winter,
and again this summer with an in-
creased attendance, about twenty-five
or more coming to each meeting. Be-
ginning with the first Saturday in
October the same course will be given
in the School Department of the
Portland Library at 10:30 o'clock.
Teachers may attend one or all of the
lectures as they find it convenient.
The course is free and is especially
designed for those who wish to know
how to get their pupils to read good
literature. During the past summer
those who attended most regularly
were: Miss Katherine Cahalln, Miss
Olita Cooley, Miss Frances Dowd,
Miss Josephine O'Leary, Miss Flor-
ence Harris, Miss Lucile Hays, Miss
Katherine Padden, Miss Charlotte
Reed, Mrs. Lulu D. Scott, Miss Ethel
Slusser, Miss Frances Smith, Miss
Florence Smith, Miss Anna Sorensen,
Miss Matie Train, Miss Teresa Bao-
crich, Miss Elizabeth Fitz, Miss Ella
Anderson, Miss Mary C. Coman of

California, and Mrs. C. F. Collier of 1
La Conde, Alberta.

* 0 ^

The School Department of the
Portland Library takes the best mag-
azines of value to teachers either for
professional reading or for teaching.
"The School and Society," a weekly
publication, is in advance of its kind.
"The National Geographic Magazine,"
for April, has colored illustrations of
Indian life. It is especially interest-
ing. The American Forestry Maga-
zine has, in a late number, some fine
pictures of the Columbia Highway.
These publications and many others
may be taken out for a month on a
teacher's card.

« « «

Multnomah county teachers are
urged to register in the School De-
partment of the Portland Library im-
mediately. Each teacher may select
a library relating to the work of the
school. This library will be sent to
the school with the library for the
home reading of the pupils, just as
soon as the school opens. Teachers
are asked to make a special effort to
interest pupils in books and to keep
an accurate record of books taken
for home reading. Pictures and
books may also be taken on teacher's
card for one month or longer. A
marked difference is noted in the
same schools under different teach-
ers. Some remarkable results have
been achieved by several teachers. It
is an acknowledged fact that the
teacher who is a lover of books is the
one who is interesting her pupils in
good literature.

« « «

The Tacoma teachers have estab-
lished a Tacoma Teachers' Co-oper-
ative Insurance Fund. Any teacher
in the corps may become a member
on the payment of an annual premi-
um of two dollars. The benefits are
an allowance of |10 for each full
week's absence caused by Illness of
the member, or a payment of $60 to
the estate of the teacher in case of
death. Those co-operating are: The
Tacoma Grade Teachers' Association,
the Men Principals' Club, the Tacoma
branch of the State Women's Edu-
cational League, the High School
teachers, and other teachers actively
engaged in the instruction depart-
ment of the Tacoma public schools.
« « ^

On May 10, the teachers in the
Washington, D. C. high schools or-
ganized a union to be affiliated with
the American Fe^eratiog lof Labor.. A

ORBGOir TBACHBRS MONTHLY

35

call was issued to 600 high school
teachers. The reasons for organizing
as follows: "Every class of people
the union are enumerated in the call
in the country Including capital, la-
bor, and the professions have nation-
wide orgianizations for their protec-
tion and well being. Teachers alone
remain in an unorganized condition."

• « *

In June Superintendent Alder-
man, of the Portland schools, called
together a number of the English
teachers to discuss means by -which
the teaching of correct usage of Eng-
lish might become more effective. The
outcome of the discussion led to the
formation of a Grammar Club which
decided to take up the intensive study
of eliminating gfoss errors of lan-
guage in the Portland schools. Miss
Cartmell, of Shattuck school, was
elected president, and Miss Elph
Smith of Ladd school, secretary. The
clnb selected ten of the grosser errors
for its first efforts. A meeting will
probably be called soon after the
Portland schools re-open in the fall.
All teachers interested are invited to
become members.

• * •

The holidays of the Portland
schools for the year are ten — three
during the first term and seven dur-
ing the second. They are: Novem-
ber 30 and December 1, January 1,
February 22, April 6 and 9, May 30,
Jane 6, 7, 8. The week of Easter
holidays is not allowed, but two days
are given. Friday, April 6, and Mon-
day, April 9. The Rose Festival days
are given as regular liolidays instead,
June 6, 7, 8.

« « «

Among the Portland teachers who
attended the summer school of the
University of Washington and dis-
tinguished themselves in Journalism
were Miss Jessie McGregor, Miss Lil-
lian Porter (Brockton exchange
teacher). Miss Bstelle J. Mclntyre,
and Miss Winifred Hawley.

Miss Alicia Pearl Hornefr, Miss
Anna Johnson, Miss Mathilda
Ahrends, Miss Medora Whitfield,
Miss Genevieve Ryan, and Miss EUyn
Thelander were appointed by Miss
Ortschiid, president of the Portland
Grade Teachers* Association to rep-
resent the Association at the conven-
tion of the National League of Teach-
ers* Associations held in New York
City, July 3-7. Miss Anna Johnson
discussed Portland's tenure law and
ether legislation favorable to Ore-

gon teachers. Intense interest was
displayed by the delegates from other
states. Miss Ahrends gave a report
of the activities of the Association
during the past year. Miss Homer
was chairman of the Portland dele-
gates.

* « «

The Portland Grade Teachers* As-
sociation will hold it regular meet-
ings for 1916-1917 on the second
Wednesday of the school month. The
meetings are ^eld in Library Hall at
half after four o'clock. The change
of meeting day was voted at the last
meeting in June. The constitution
was thus amended because the last of
the month, the teacher's busiest time,
was inconvenient and because many
of the holidays fell on those dates re-
quiring several changes last year. The
first meeting this fall will be Wed-
nesday, September 13.

* ^ «

The Portland Grade Teachers* As-
sociation offers to its members a
large opportunity for usefulness and
self-activity by accepting member-
.ship on or co-operating with the As-
sociation's commitees appointed to
work for the betterment of the com-
munity, the teaching profession or the
welfare of themselves. These com-
mittees are: Civic, Professional, So-
cial, Legislative, Press, Program,
Teachers* Affairs, League, "Bulletin,"
Headquarters, Relief, Out Door,
School Garden, and Mailing. There
have also been many special commit-
tees which arranged classes in aes-
thetic dancing, swimming, Spanish
and other languages, design, etc. The
work of the various committees will
be resumed with the beginning of
the school year on September 4th.
The first meeting of the Association
will be held Wednesday, Septem-
ber 13.

« « *

The officers of the Portland Grade
Teachers* Association for 1916-1917
are as follows: President, Miss Viola
Ortschiid; Recording Secretary, Miss
Lutie Cake; Corresponding Secretary,
Miss Eugenia Morse; Treasurer, Mrs.
Lucy D. Hoye; Vice-Presidents,
First Grade, Mrs. Josephine Lisher,
Second Grade, Mrs. Cora Fraine,
Third Grade, Miss Anna Biesen,
Fourth Grade, Miss Anne Cooley,
Fifth Grade, Miss Madge Hill, Sixth
Grade, Miss Anna Dudley, Seventh
Grade, Miss Harriet Monroe, Eighth
Grade. Miss Mary Fryer, Ninth Grade,
Miss Winifred Dennis. The Associa-
tion closed the yeaI;.^^v^\tl(J^3rf3gf^er-

36

ORSGON TEACHBRS MONTHIiY

ship of 629. Inquiries concerning the
activities of the Association or sug-
gestions for teachers who may desire
to form an organization may be ad-
dressed to Miss Morse, corresponding
secretary at HoUaday School, Port-
land.

Believe with all your heart that
you will do what you were made to
do. Never for an instant harbor a
doubt of this. Drive it out of your
mind if it seeks entrance. Entertain

only the friend thoughts or ideals of
the thing you. are bound to achieve.
Reject all thought enemies, all dis-
couraging moods — everything which
would even suggest failure or un-
happlness. — Selected.

Please remember that the price
of the Oregon Teachers Monthly is
now $1.50 per year and this will
include membership in the State
Teachers' Association for either the
eastern or western division.

Vocational Education Department

Edited by B. £. OHLOUPEE, Pendleton, Oregon

Field Notes.

McMinnville. — A course in concrete
work will be offered this year. The
manual training department takes
care of all the repairs for the school
district and has erected the play
sheds and wood sheds. Mr. F. H.
Buchanan has been re-elected.

Enterprise. — Enterprise offers
work in carpentry and forging which
is intended to be of immediate, prac-
tical value on the farm.

Grants Pass. — Grade equipment is
being contemplated as additional.
Mr. H. H. WardTip will again have
charge with the assistance of Mr. A.
C. Archbold, a newly elected member
of the teaching force.

Medford. — Additional equipment
of tools and benches to the extent of
$600 will be added. The manual
training department last year turned
out 500 bird houses and 25 rustic
seats and benches for the Medford
park. Mr. Otto Klum is again at the
head of the department with the as-
sistance of Mr. L. H. Blakely, a
recent O. A. C. graduate.

Independence. — Mr. Theodore El-
lestad has been re-elected and Is
planning on putting in a cobbling
course and forging. A circular saw
may be installed.

Forest Grove. — Mr. Randolph
Thomas has been re-elected teacher
of manual training.

Pendleton. — A course in gas
engines and gas tractors will be of-
fered this fall. Mr. R. E. Chloupek
will again head the department with
the assistance of Mr. Clarence Tubbs
(re-elected), who has charge of the

grade woodwork and the forging,
and Mr. Virgil Fendall, a last year's
O. A. C. graduate in the gas engine
work. A short course for farmers
is being planned in forging, car-
pentry, concrete work and gas engine
and gas tractor work.

Corvallis. — Mr. A. R. Nichols will
again have charge of the manual
training.

Wallowa. — Mr. J. C. Hall has been
re-elected. Wallowa offers practical
courses in carpentry, concrete work
and plumbing that are hard to beat.
Astoria. — Emphasis is being placed
on the department doing all the re-
pair work possible for the school dis-
trict. Mr. E. M. Hussong has been
re-elected.

Ashland. — New equipment consist-
ing of bench and tool equipment will
be installed for the Junior High
school. A two year course in' car-
pentry will be offered. Mr. Delmar
Haman has been re-elected and Mr.
Heidreich has been added to the
faculty.

Baker. — Mr. B. E. Romig will
again have charge of the department.

Albany. — Mr. E. A. Hudson and
Mr. J. R. Hudson will have charge of
the work in Albany.

Newport. — Mr. C. E. Freeland,
who has been re-elected, will install
the work in the Junior High school.

Manual Training As a Practical
Subject.

At the recent N. E. A. meeting
one of the topics that gained special
attention was Manual Training as a
Practical Subj^5;(jj(](l([J)Qt^uld seem

ORBOOPT TBACHBRS MONTHLY

37

that, to be a thoroughly practical
subject, manual training must be
closely allied with the interests of
the community. We teachers of Ore-
gon have practically the same prob-
lems to consider in making up our
eourse of study and that is. the
giving of work which is directly ap-
plicable to farm life. There is not
a place in the state perhaps, outside
of the city of Portland, which is not
dependable on the agricultural inter-
ests for its existence. Such being the
case why not give the kind of manual
training that has an immediate, prac-
tical value on the. farm. It should
mean the giving of carpentry, con-
crete work, forging, gas engine work,
work in leather, and a course in farm
mechanics.

Prom reports from over 65 per
rent of the schools in the state in
iriiich manual training Is given the
following figures are noted: Fifty
per cent give nothing but Joinery,
furniture work and mechanical draw-
ing; the remaining 50 per cent offer,
besides the above subjects, the fol-
lowing— 21 per cent offer carpentry
and concrete work, 17 per cent offer
carpentry, 11 per cent offer carpen-
try and forging, one-half per cent
offer carpentry, concrete work, forg-
ing and gas engine work.

Reports from the remaining
schools would probably change these
figures slightly but the big point re-
mains that 50 per cent of the schools
of the state do not offer the kind of
manual training that their commun-
ities require. We are as far behind
the newer movements in manual
training as we were, and still are for
that matter, late in adding manual
training to our course of study. The
majority of schools are giving work
I which consists of the making of fur-
i Biture and small models, and nothing
j hut that, to boys, many of whom
must make their living on the farm.
True, they are being offered hand-
work which will do them a great
amount of good but they are not be-
ing offered that type of work which
vlU do them the most amount of
good, in that it would be directly
applicable in their after life. It is
the old theory of offering a subject
to the pupil because it is good for
them, regardless of the fact that
something else might be offered
vhieh would give them the same
amount of training and at the same
time have some practical value which
▼oald be of concrete use.

You ask why this state of affairs
exists? The answer is this, either
superintendents are not so thorough-
ly in touch with what .constitutes
real good, live manual training that
they will demand that kind, or the
manual training teachers are not
equipped to teach the practical lines
of work and will not take the steps
to acquire that knowledge. Some
will try to say that they cannot get
the money needed to install such
courses. Carpentry can be offered
with the same equipment that is used
for bench work; concrete work calls
for a few shovels, a wheelbarrow and
some floats; gas engine work for
one or two types of engines which
can be borrowed from the different
implement dealers; forging does call
for additional equipment but how
many schools there are' that are con-
templating additional wood working
machinery when the call of the com-
munity . is for agricultural forging.
I have in mind a small town in Uma-
tilla county that has a $450 universal
saw table, no carpentry, no forging,
no concrete work. The teacher is
giving the farmer boys the gentle
art of making small pieces of furni-
ture and a few models and he is
giving it in a community where 95
per cent of the boys will go back to
the farm to earn their living.

Many of the schools that are offer-
ing carpentry are offering it in a
limited way. Why not make the
practical courses the strongest
courses and do away with the others
entirely if there are not enough
teachers to handle them? I do not
wish to be placed in the position of
saying that the teaching of cabinet
making is useless. My point is that
for this state with Its agricultural
Interests, it is not the course which
should receive the most attention as
it is at the present time. Make an
industrial survey of the community
In which you are teaching manual
training, find what the industries
are, and where the boys go to take
up their work, and then give them
something that they can use, that
will make them better wage earn-
ers, and more competent leaders.

A city superintendent, not so very
long ago, told me that his community
was peculiar in that they wanted
manual training for the educational
value and did not care to have it
placed on a practical commercial
basis. Does manual training lose its

Digitized by LjOOQ IC

38

ORKGON TBACHBRS MONTHLY

educational value when we teach It
under as nearly the same conditions
as we would find in the shop or on
some job? Manual training is not a
cultural subject and the day when it
was given as a fad so that the pupil
could do a little arts craft work Is
long since gone by. If it Is not a
live subject intimately connected
with work that is done by working
men and if it has not a practical
value in dollars and cents I say it 1&
missing the point that it should
make. It should be some.. ' 'Ci for
the eight dollar a week boy^, some-
thing that will make the boy that
goes to the farm worth more to the
farmer and liimself. Will the boy
that gets such training have less edu-
cation than the boy who gets the arts
crafts work?

Vocational Education.

As a corollary of the great ad-
vancement that has been made in
sloyd, manual training, pre-voca-
tional work, vocational education,
and industrial education, within the
past 30 years, the educational lead-
ers in the United States are con-
fronted with the demand for a more
practical study of industrial and vo-
vational conditions.

This demand is nation wide and
is being met by the introduction of
a new department in our public
school system. This late addition to
our curriculum is, in its present
state of development, commonly
known as "Vocational Guidance."
Whether this is the term that fully
expresses the aim of the departments
being organized in many different
states, or whether the aim will be
more forcefully stated by using the
name "Vocational Study," the future
will show.

It is self-evident that an education
that aims to fit all the children of all
the people for an efficient life in the
environment where they may be
placed must have as a corner stone
for the structure, "Universal Educa-
tion," a broad knowledge of the oc-
cupations, industries, vocations, of
the world in general and the United
States in particular.

Different plans are being tried.
Some school people are imbued with
the idea that such a study or depart-
ment must be an off-shoot from the
English department. Others claim
that only those who have had broad
contact with the practical life of the

nation are competent to assume lead-
ership in such a department. Be this
as it may, the demand for a "Voca-
tional Guidance" department in our
schools is growing apace.

No stronger testimony as to the
insistance of the demand for a uni-
versal education for the citizens of
the United States can bo offered than
a quotation from the message of
President Wilson to the present con-
gress: "A matter which it seems to
me we should have very much at
heart is the creation of the right in-
strumentalities by which to mobilize
our economic resources In any time
of national necessity." Among the
recommendations made by the presi-
sent as suggestive means by which
this desired end may be attained is:
"We should give intelligent federal
aid and stimulation to industrial and
vocational education as wo have long
done in the large field of our agricul-
tural Industry."

The great interest that is taken by
many of the leaders in congress in
behalf of the Smith-Hughes Voca-
tional Education Bill shows that
these men are aroused by the de-
mand that is made for an efficient
-education for all the people.

As an amendment to the.Army Bill
in the present congress, it was pro-
posed to provide that 70 hours per
month of a soldier's time should be
given to training in the agricultural
and mechanical arts. This amend-
ment was discussed from many dif-
ferent viewpoints and was, after
many details were adjusted, included
in the army bill as passed in May of
this year. (See Industrial-Arts Mag-
azine, August, 1916).

As indications that the demand loi^
the study of vocations will be ans-
wered it is useful to note some of tne
progressive movements along this
line. Teachers College, Columbia
University, New York City, has been
offering a course in vocational edu-
cation under the direction of Dr.
Arthur D. Dean, Director of Indus-
trial Education for the state of New
York. Myer Bloomfield of the Vo-
cational Bureau of Boston, Massa-
chusetts, and Dr. David Sneddon
have been made members of the
faculty of the Teachers College to
assist in meeting the demand for a
broader organization of the study of
vocations or vocational guidance.

Commercial clubs and similar civic
organizations are showing a coin-

Digitized by VjOOQIC

OREGOlf TKACHMRS MONTHI^Y

39

mendable interest in vocational study
as is shown by the action of Cham-
ber of Commerce of Sacramento, Cal-
ifornia. F. W. Thomas, chairman of
the Vocational Guidance Committee,
has charge of the work and sub-
committees will Investigate or study
16 of the leading industries of Sac-
ramento with a view of recommend-
ing the best methods of co-operation
between the schools and industries
for preparing young people to enter
the local industries..

Many cities are adding vocational
guidance or vocational study to their
curriculum with the beginning of tho

school year 1916-17. Among these
Seattle, Washington, takes a leading
place. They have not completed their
organization at this date, but with
Supt. Cooper at the head and the co-
operation of all concerned it is safe
to predict an efficient organization
for Seattle.

Report Gktfds.

The Oregon Teachers Monthly can
furnish report cards for one cent
each. The cards are well printed on
heavy manilla and are arranged for
a nine months' term. A sample win
be sent free.

City Superintendents' Department

Edited by GEOBOE W. HUG, ICcMlnnTlUe, Oxagon

School Items of Interest.

Miss Vera Asbury, principal of
the Lewisburg high school near Cor-
vallis. has been engaged to teach
English in the McMinnvllle junior
high school.

R. W. Kirk, Superintendent of
Schools for the last nine years at
Corvallis, will be superintendent of
Tillamook next year, succeeding
Carl Onthank who goes to the Uni-
versity of Oregon to act as private
secretary to President Campbell.
J. M. Powers of Seattle, formerly
superintendent of Salem schools,
takes Mr. Kirk's place at Corvallis.

William Scott, instructor in his-
tory at Corvallis high school, will
be principal of the schools at Mon-
roe this year.

Chester Huggins, famous Oregon
athlete who had charge of athletics
at Milwaukie high school, this year
will coach and teach at Klamath
Falls high school.

Burr Tatro, former instructor at
Behnke-Walker Business College
and last year head of the commercial
department at the Oregon City high
school, will take charge of the com-
mercial department at the McMinn-
vllle high school.

Jesse McCord, principal of schools
at^ Clakskanle, has been re-elected
president of the "500 club" at the
University of Oregon Summer
School.

J. W. Crites of the CoquiUe high
school has been elected principal of

the Hood River high school. L. B.
Gibson, principal of Hood River high
school for the past six years, was ap-
pointed county superintendent of
Hood River county.

J. H. Pruitt, who secured his M.
A. degree from the University of
Chicago will teach Physics and
Chemistry in the Medford high
school. Mr. Pruitt was former in-
structor of science at Newberg high
school.

Superintendent James E. Dunton
of Cottage Grove is superintendent
of schools at Lebanon this year.
Supt. Franklin Thordarson, former
superintendent has assumed the su-
perintendency at Bend.

Matrimony seems to have afflicted
the Eugene high school. Principal
F. A. Schofield was married In Cali-
fornia this summer. IClss Mildred
Bagley, physical instructor for girls,
was married in June to David
Graham, a young business man of
Eugene. Mable G. Fonda, of the
teachers' training department, will
wed a business man from New York.
Clarence F. Mudge, head of the man-
ual training department, was mar-
ried to Miss Sylvia Ross in July.
Mr. and Mrs. Mudge have gone to
Modesto, California, where Mr.
Mudge will be head of the manual
training of that city.

Carl B. Fenton, famous Oregon
athlete and physical director for the
Eugene high school is running for
assessor of Polk county on the Dem-
ocratic ticket. , . .

Digitized by LjOOQIC

40

OREGON TESACHKRS MONTHLY

Ray D. Fisher, for seven years
head of the English department In
the Eugene high school, has resigned
and will attend Columbia university
next year.

Harvey F. Wilson, after 14 years
of efficient service as principal of
McMinnville high school, has re-
signed and is in the automobile
business at Forest Grove. G. H.
Obertauffer, of Junction City, suc-
ceeds him.

Miss Lena Newton, of Springfield
high school, has been elected at th«
Dallas high school next year.

Supt. O. M. Elliott, of the Salem
schools, has been appointed president
of the Lewiston Normal School, at
Lewiston, Idaho. Supt. J. W. Todd,
of Auburn, Washington, will succeed
him at Salem. The Auburn schools
are modeled after the famous Gary,
Indiana, schools. The Oregn educa-
tional public will watch for some pro-
gressive educational developments at
Salem.

H. O. Clancy, athletic coach at
Salem high school who has been
turning out winning teams for that
school for the last two years, will not
he at Salem this year.

Vernon T. Motchenbaeher, of
Klamath Falls high school, will be
principal of one of the junior high
schools at Medford.

J. O. Russell, for four years prin-
cipal of the Wasco schools, will be
superintendent of schools at Athena.

A. T. Park, principal at Hermiston,
is now city superintendent of Pendle-
ton public schools. H. Drill will be
principal of the high school.

Supt. John Girdler, of La Grande,
was elected superintendent of schools
at Ogden, Utah, succeedng -J. M.
Mill. Mr. Girdler has declined the
Ogden offer and will go into busi-
ness.

Charles E. Olson, principal of La
Grande high school will be superin-
tendent at Ilwaco, Washington. Lin-
den McCulloch, superintendent at
Roslyn, Washington, will be the new
superintendent at LaGrande. A. C.
Hampton, of Pendleton, has been
offered the high school principalship.

Supt. H. E. Inlow, of Forest
Grove, passed the bar examination
during July.

Geo. A. Gabriel, history and
science teacher at Dayton, is now
with Company A of the 3rd Oregon

Regiment on the Mexican border.
Roy R. Hewitt, principal at Yamhill,
and Guy Brace, science teacher at
YamhfU, are also in the company. -

W. H. Burton, commercial and
teacher's training instructor at the
McMinnville high school, will attend
Teacher's College at Columbia Uni-
versity, New York. Elton C. Loucks,
of the same school, will attend the
Graduate School of Business of
Harvard University next year.

John Mason, of the English and
Public Speaking Department of the
McMinnville high school, will have
similar work at the Oregon City
high school next year.

Principal W. L. Arant, of the New-
berg high school, will be high school
principal at Oregon City.

Miss Grace Henderson, of the Mc-
Minnville junior high school, will he
principal of the Condon school at
Eugene.

Miss Ida Mae Smith, Elementary
Supervisor of the Eugene public
school, visited schools in California
during the month of August.

J. E. McKown, with D. C. Heath
and Company, has accepted the prin-
cipalship of the Bellingham high
school.

Luton Ackerson, who has been
teaching at Richland, Baker county,
has gone to Oxford, England, as the
Cecil Rhodes Scholar from Oregon.

Evening on John I>ay.

Serene, majestic are the hills.
With meadows gold and green;

The silvery grey of the great John
Day,
A winding in between.

The distant low of cattle herd;

Soft tingling sheep bell sound;
The suh sinks low o'er the mountain
tops
And shadows long are on the
ground.

The greens of sage and Juniper,
The rim-rock's varied hue.

Of brown and red, of rose and grey;
And many birds to homeward flew.

O'er all a mighty filmy veil

Of blues that fade away;
To meet another aery morn,

'Tis evening on John Day.

— Rosalie Nicholas, Spray, Ore.

Whoever lives true life will love
true love. — iMrs. BrownlngL^

Digitized by VjOOvIC

ORBGON TEL4CHCRS MONTHLY

National Education -Association Meeting

By L. B. ALDEBBAAN, Portland, Oregon

41

The National Education Association
for 1916 has gone into history. It
met in Greater New York for the first
time in many years. The meeting was
very well attended, it being estimated
that more than 20,000 teachers were
there. A most elaborate program had
been arranged and it was carried out
according to schedule. More eminent
men and women, not educators in the
sense of being actual teachers, vere
on the program than have beon at
any meeting at which I have been
present. William H. Taft, SamutI
Gomphers, W. J. Bryan and William
McAdoo were a few of the speakers
of this type.

The general meetings were held in
the famous great Madison Square
Garden which has a capacity of 20,-
000 people. In comparison with the
tabernacle at Oakland, this meetin.^
place was very satisfactory. The
general sessions were well attended.
The sectional meetings in some cases
were very poorly attended. The teach-
ers in many cases spent this time
visiting greater New York to see life
as it is lived in this now greatest city
in the world.

The school board section was full
of interest from the very beginning.
The Chicago teacher-school board
fight was thoroughly aired. The re-
lation of the school board to admin-
istrative officers was taken up by
both superintendents and school
board members.

The proceedings of this meeting
will be extremely valuable and every
teacher in Oregon should endeavor to
read those that pertain to his or her
line of work.

The convention as a whole made
me have a stronger liking for the pro-
fession of teaching, made me believe
more strongly that the average teach-
er is striving very hard to be a better
teacher. But I could not help feeling,
too, that many young teachers after
attending a great convention such as
this was, go home wondering wJiat
they ought to do and feeling at a Iofs
as to how to do it, as almost every-
thing we have done and are aoing
was attacked vigorously.

Throughout the convention there
was much discussion of military
training in the schools. This pro-
voked the argument of what real pre-

paredness is and caused a general
survey of what studies really prepare
the student best for life and in rou-
sequeiice, the nation better for de-
fense. I observed a general feeling
that we were not doing nearly enough
with science and that tradition plays
too much of a part in both subject
matter and method of teaching.

The convention was free from all
signs of politics. This was in ::ri»ac
contrast to the meetings of the last
few years.

Every teacher ought to plan to at-
tend some meeting o! the National
Education Association for the satis-
faction of soul she would get out of
it. The n.'-xt meeting may poseihly
come to loitlaud.

Fop Making; a Hectograph.

Add three ounces of water to one
and one-half ounces of white glue.
Heat in a water bath (an oatmeal
dish answers the purpose very well)
until the glue is melted. Then add
six ounces of glycerine and pour
the mixture into a hollow dish to
cool. Place the dish where it will
be level, and skim off air bubbles
as they rise to the surface with some
kind of a straight edge. The pad
will be ready for use after standing
six or eight hours. Should it prove
too hard to copy well, melt it ovei
and add more glycerine, or, if it
should prove too soft to wear well,
melt it over and add more glue. To
use it a bottle of. hectograph ink
must be obtained. Write the copy
and place ink side down on the pad
and let it stay a minute or two.
Then remove and from that impres-
sion let 50 or 100 copies be taken.
After using, wash the pad off by very
gently rubbing it over with a sponge
wet with tepid water. As to the cost
— the glue can be had for 5 cents,
the glycerine for 25 cents, and if a
suitable dish is not at hand, a tin
8x10 inches and about half an inch
deep can be had for 10 cents. The
hectograph ink will cost only 25
cents for the violet and 50 cents fo^
the black, but a bottle will last a
long time. A good ink for this pur-
pose may be made by dissolving one
dram of purple aniline in one ounce
of water. . .

Digitized by VjOOQ IC

42

OREGON te3AChc:rs monthly

County Supermtendents' Departnient

EdiUd \xy CLYDE T. BOmTEY, The Dalles, Oregon

Necessity of Supenision.

The great educational problem be-
fore the people of this great cominon-
wealth is "How can we help the rural
schools?" The standard of these
schools Is being raised each year
through supervision and the state-
wide standardization plan.

About five years ago, when super-
vision was begun in the rural schools
of this state, the standard was very
low. At that time the teacher wa.s
hired and given a contract to teiicw
the school for a term of from six to
nine months. She was expected to
take charge of the school and run it
the best she could without help. Why
should she need any help? She held
a teacher's certificate to teach, and
knew all about the art of teaching.
In a great many of these schools it
did not make any difference whether
she had any experience, just so sho
had that certificate.

The school buildings were poorly
lig.hted, heated, and ventilated, had
Insufficient apparatus, and floors,
walls, and cloak rooms were unsani-
tary. The desks, as a rule, were not
adapted tb the children, the buildings
received very little paint, the grounds
were poorly kept, the outbuildings,
especially the boys', were in a deplor-
able condition.

Through the presistent efforts of
supervision and the standardization
requirements these conditions have
been greatly improved. Many have
been able to meet all the require-
ments for a. standard school.

These standard schools cannot be
had and kept up without supervision.
It has caused boards of directors to
take a great deal more interest in
their schools, and they are now on
the alert. They no longer hire a
teacher because she holds a certifi-
cate, but carefully look up her refer-
ences, and if she does not measure
up to their standard, she is not hired.

If these standards are to grow, we
must have the continuity of this su-
pervision. Supervision has been a
great factor in bringing about a bet-
ter co-operation with boards of di-
rectors, parents and teachers through
social center and parent-teacher or-
ganiaztions. All earnest teachers are
glad to get help and suggestion, and

are glad to be guided by this super-
vision.— J. E. Calevan, Clackamas
County.

Normal Training.

The most important factor in any
school system is the teacher and in
the smaller districts the teacher is
virtually the system. The whole re-
sponsibility for the success or failure
of the school falls upon her. She
does not expect nor get any help in
methods of instruction or discipline
from her patrons, and even if some
of them were able and willing to help
her, their work is along different
lines which take up all of their spare
time, and they are unable to help her.
This is also true of the school board,
who do not claim to be educators and
seldom if ever visit the school. Thus
it is that the teacher is left largely
to her own resources and succeeds or
fails alone.

We congratulate ourselves upon
our splendid school system; upon the
high qualifications of our teachers
but the bare fact remains that our
public schools fall far short of the
results they should obtain. It is not
my intention to discredit in any way
the work being done by our public
school teacher, but in any enterprise
or profession where less than 15 per
cent of the number engaged are
trained for such work, we cannot ex-
pect fair results. I believe, in fact,
that the results are beyond what we
•have a right to expect, considering
the opportunities offered by the state
for professional training.

Many teachers come to Oregon
each year from other states. These
teachers are generally well trained.
They obtain positions for a year or
two in the country schools, then some
city superintendent hears of them
and takes them into his system.
Those teachers whose qualifications
city superintendents will not recog-
nize are forced to accept a school for
a shorter term at less wages while at
the same time the children in the
country are given poorer teaching
than their more fortunate city
cousins. It must be admitted that
under present conditions, after all ex-
ceptions have been made, that the
teaching in the rural districts falls .
short of the minimum requirements
of the village and city schools.

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ORBGON TBACHBRS MONTHLY

43

A great majority of our beginning
teachers are bright, intelligent, re-
sourceful young men and women, and
the only thing to be placed against
them is that they "Hack in education
and professional training. It is not
enough to say that country teachers
are fairly efficient and that under
existing conditions they do well. They
should be as well trained and the
standard of their work should be as
high as that required of the city
teacher.

Naturally then, we are asked how
this defect may be corrected. The
question suggests the answer which
is, "Better facilities for the educating
and training of teachers with espe-
cial emphasis on the training for the
rural schools." Oregon Is far behind
her sister states in offering such ad-
vantages. In fact only five states
In the United States offer as poor
accommodations for teacher traihing
as Oregon. There always was and
always will be a close relationship
between the cost of a school system
and its efficiency and while addition-
al advantages for the training of our
teachers will mean a little addition to
the expense, its value will be returned
to the children of the state forty-fold. .
— I. E. Young, Umatilla County.

"kid wagons," autos and launches in
effective and satisfactory transporta-
tion.

Benton Connty.

The annual institute for Benton
county will be held September 18, 19
and 20.

The School Fair will be held Sep-
tember 14, 15 and 16.

All teachers are hired fpr the
coming year.

Columbia Connty.

I Districts 29, 38, 40 and 44 main-

tained summer schools this year.
j Many of the schools open in August
' and but few later than September 4.
I The average salary for men is

I 1100; for women $64. The average
district tax voted, 4 mills. With but
few exceptions Columbia school dis-
tricts are free from debt. Only two
districts maintained a six-months
school during the past year.

Tlie consolidation idea with trans-
portation facilities is growing in this
connty, the latest consolidation being
the Vemonia and Nickerson districts
on the Nehalem river with a com-
bined property valuation of over
1600,000. Columbia county is using

Crook County.

It is the expectation to install mili-
tary training in the Crook County
.high school at the opening of the fall
term, September 11. Nearly all the
boys of the school have foluntarily
signed up for it and expect to enlist.
At the same time the girls have peti-
tioned for a Red Cross nurses train-
ing course and if possible, arrange-
ments will be made for the installa-
tion of that course, also.

It now looks as though the three
standard high schools in the county,
Redmond, Bend and Prineville, would
be filled to capacity at the opening of
the fall term.

The few boys' and girls' clubs that
we have in the county are working
with considerable interest on their
various problems during the summer
months. In the premium list of the
county fair this fall, the management
has set aside special prizes for club
members only, and at the same time
is allowing these same club memoers
to participate in the general juvenile
prizes.

During the summer months the
committee appointed last spring to
prepare the course of Bible Study for
Crook county, has finished its work
and now has the course ready for dis-
tribution.

During the summer months sever.J
modern school houses were erected.

The annual institute will be held
December 18, 19 and 20.

Nearly all the boys in and near
Bend, that are old enough, are busily
employed in the various saw mills or
box factories.

Of the 18 normal graduates in the
Crook County high school last May.
all have positions for next year with
the exception of two, one not desiring
a position and the other going away
to school.

Hood River County.

Hood River county is nearly the
smallest and really the tallest county
in the state. It is 11,000 feet up in
the air — atop of all other counties.
We are also getting up educationally.
Every school in the county will be
open nine months during the next
school year. All the rural schools
will open on September 4; the city
schools will wait two v/eeks for the
completion of improvements and will

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44

OREGON TE3ACHBRS MONTHLY

open on September 18. This year the
boys and girls of our county will be
at work and play in .24 buildings;
four of these will be splinter new.
Wyeth is putting up a neat well-
painted two-room building on an im-
proved location. " OdcU is expending
$10,000 on a new high school plant
with full cement basement, class
rooms, study room, office, library,
and auditorium. Hood River is erect-
ing a new grade building, also a new
liigh school annex both of brick and
•concrete construction and modern in
every point. The high school addi-
tion will provide rooms for cooking,
sewing, drawing and w^oodwork, an
assembly hall and a play room as big
as half the outdoors. Come up or
down over the Columbia River High-
way, visit our schools, meet our
liearty energetic people, enjoy our
scenery, fish our brooks, lave in our
rivers, and stay in Hood River; or if
you must go away go with the
sublime, impression that you have
seen the garden of Oregon.

building. It Is one of the neatest
buildings in the county.

Marion County.

Superintendent John Todd, of
Auburn, Washington, has-been elect-
ed to the superintendency of the Sa-
lem schools to succeed Supt. O. M.
Elliott who goes to the presidency
of the Lewiston (Idaho). Normal
School.

The County Educational Board, at
its regular meeting in June, elected
Jay V. Fike of Hubbard to fill the
vacancy caused by the resignation of
J. E. Drillette. John W. L. Smith
was re-elected.

Burgess F. Ford will be principal
of the Jefferson schools next year
and Miss Keith Van Winkle will be
his assistant.

T. E. Wilson goes to Hubbard next
year*. He will be succeeded at Turner
by J. B. Hatch of Ballston.

Clare G. Morey, of Oswego, will be
principal of the North Howell school.

H C. Seymour, state leader of the
Boys' and Girls' Club Work, spent
the last week of August visiting clubs
and individual members in Marion
county.

The Woodburn high school build-
ing is nearing completion. When com-
pleted, Woodburn will have a build-
ing of which the whole county will be
proud.

Keizer school district No. 88 has
just completed a new four room

Polk County.

State Field Worker of Industrial
Fairs, Mr. N. C. Maris, accompanied
Supt. W. I. Reynolds on a tour of all
the districts in which there are mem-
bers of the Boys' and Girls' Industrial
club. They examined all the work
done by the club members during the
past year, and endeavored to promote
more enthusiasm and co-operation
among them, as well as Instructed
them as to the preparation of ex-
hibitions for the coming Eighth An-
nual School Fair to be held in Polk
county, on September 19, 20 and 21.
There are a number of valuable
prizes offered and every effort Is be-
ing made to make this fair a success.

Petitions for the abolishment of
the office of supervisor were circu-
lated among the directors with a re-
sult of only about one-fourth of the
petitions being signed, which shows
that Polk county is striving for better
schools. A new supervisor ha^ been
elected. ,

A great numbel* of Eastern teach-
ers are endeavoring to secure po-
sitions in the county, but there are
any number of local applicants who
are looking for vacancies, some of
wthom will not be able to secure a
position.

German was taught in one of the
rural schools during the past year,
but mucli objection has been offered
and there is a question as to whether
it will be continued.

Two of Polk county's most efficient
teachers have been promoted to Port-
land schools.

Wiwco County.

School District No. 29 of Wasco
county is building a $10,000 addition
to their present school building for
the use of the high school grades.
Domestic science and manual train-
ing will be installed. This will give
Dufur an up-to-date school. Dufur
has always been a good school town
and indications are that the town
will keep up its record.

The Dalles is building a three-room
addition to the present school build-
ing in Thompson's Addition to ac-
commodate the children who live in
that district.

Industrial club work seems to be
progressing favorably in Wasco
county.

The "System Bank Way" has been
adopted as an essential part of the

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ORKGON TKACHCSRS MONTHLY

45

club work. This savings bank system
secures the co-operation of the home,
the school, and the bank, in teaching
the school children thrift. Industrial
club work teaches the boys and girls
how to work and earn the money; the
savings bank system Installed will
teach them how to save and invest
their money. The greatness of a na-
tion is measured in terms of thrift
and economy. Therefore school chil-
dren should be taught thrift.

Morrow County.

The school boards of Lexington
and lone are planning to meet the re-
quirements for standardization of
their high schools. Lexington will
introduce a strong course in domestic
science.

The length of school term in the
county increased nearly two weeks
over the year 1914-15. Very few dis-
tricts will have less than eight
months' school the ensuing year.

A much larger number of pupils
have entered the industrial club work
this year than heretofore. The out-
look for a splendid exhibit at the
county fair is very good. There will
be a much larger display in the line
of handicraft and canning.

Last year the Heppner high school
purchased a fine lot of slides for the
work in physical geography, botany,
and biology. They proved so valuable
in the work that a larger number will
be added this year. A room was
darkened so the slides could be used
at the regular class periods. A lantern
and a good set of slides should be
provided for every high school.

Washington, County.

All positions in Washington county
are filled for the coming year. Sal-
aries are a shade better than they
were last year. A large number of
the teachers were re-electd this year,
which will insure efficient work from
the start.

The McKlnley and Bald Peak
school districts are building new
school houses this year. Miss Frances
O'Connor and Miss Margaret Sullivan
are the happy teachers.

Wheeler County.

Nine Waterbury heating systems
are being installed In country schools
this summer.

Paul E. Baker, of Eugene, will be
principal of the Wheeler County high
school and Fossil public school this
year.

School fairs will be held in Fossil,
Mitchell, and Spray during the month
of September. A joint field meet with
Gilliam county is being arranged for
the county fair at Fossil.

A 40 feet by 80 feet two-story
building is being erected by the Fos-
sil school board. The building will
contain a gymnasium on the second
floor, with manual training shops for
woodwork and ironwork, baths, and
swimming pool on the first floor.

xamhill County.

A circular letter was recently
mailed to each club member in the
county with the request that each
member should reply giving a com-
plete account of what he is doing in-
dividually and what the club is doing.

Cove Orchard and Bellevue are
erecting modern school buildings
which will be ready for the opening
of the autumn term.

The Dayton school building is
being repainted inside and out. The
Dayton people have a splendid eight-
room building, and they know how to
take care of it, as well as how to
conduct a good school.

The building at Fairview, No. 25,
is being raised, and a basement will
be added, as well as a modern heat-
ing plant. This is one of the best
kept buildings and grounds in the
county.

The new high school law with ref-
erence to paying the tuition of a
pupil of one county in the high school
of another county is working out well
and it is doubtless a great conveni-
ence to many persona, especially to
those who live near the county lines.
In this exchange of tuition money,
Yamhill county has fared well, as her
total bill to outside counties Is
$326.4 4, while we have already col-
lected $956.58, and have $320.80
more to collect from Washington
county in October, and some small
bills from one or two other counties.

Summer Normal Sch(K>l.

The Summer Normal at Salem was
one of the most sucie-ssful in the
hitsory of the school. The total en-
rollment was 130 and the interest
was unusually great.

Never w^ite on a subject until you
have read yourself full on it, and
never read on a subject until you
have first thonj^ht yourself hungry
on it.— Jean Pii%^e6by^OOgle

46

OREGON TKACHESRS MONTHLY

The State Schools

University of Oregon.

Dr. B. W. DeBuBk, of tlie univer-
sity, is in position to put the follow-
ing series of lectures at the disposal
of superintendents or parent-teacher
associations which desire them. It is
highly desirable that those who plan
to have the lectures given should con-
sult Dr. DeBusk at the earliest
moment, so that the proper circuits
can be arranged. The list of sub-
jects runs as follows: (1) Physical-
Mental Examination of the Child;
(2) The Retarded Child; (3) The
Accelerated Child; (4) Common
Physical and Mental Defects of the
Child.

The extension department of the
university has the following list of
film reels at its disposal this coming
year: Glacier National Park, 2 reels;
Evolution of Writing, Remington
Typewriter Co.; Evolution of a Sten-
ographer, Remington Typewriter Co. ;
Striking a Light, Matches; The
Making of Pure Foods in Battle
Creek; Breath of Steel, Making of
Firearms, 2 reels; Concrete on the
Farm; Construction of a Railroad,
Grand Trunk ; Seventh Annual Junior
Week End, University of Oregon;
Potash, 2 reels; Home Making in
Western Canada, 3 reels; Soil Build-
ing, 2 reels; Good Roads, 3 reels;
Spinners of Speech, Pacific Telephone
& Telegraph Co. Those interested in
securing this educational material
should correspond with the Director,
Extension Division, University of
Oregon.

The University of Oregon has se-
cured an option on a number of small
empty houses in Eugene. These will
be placed at the disposal of students
who wish to "batch" at very small
cost. This is the beginning of a gen-
eral plan worked out by President P»
L. Campbell. A little later on there
will be a series of special two-room
cabins built for students who desire
to board themselves.

The 70 correspondence courses now
offered represent 16 departments of
the university, and permit a good
deal of freedom in the choice of
courses for study. Encouragement is
also given frequently to advanced
students and to specialists by in-
structors in their chosen fields who
are willing to prepare special courses
of study for them and to give them
personal attention and assistance.
The active registrations of students

in these 70 courses numbered 632 at
the close of the first quarter of the
present year. Of this number, 133
registrations were in educational
courses, 115 in English. 71 in litera-
ture, 68 in mathematics, 52 in his-
tory, 36 in psychology, 39 in econ-
omics and sociology, 32 in commerce
and the remainder distributed fairly
evenly among the other courses. Dur- -
ing the past year the course in school
administration was completely re-
organized and brought up to date. In
addition, a new course in secondary
education was provided. During the
coming year one or two of the older
courses, like those in "Child Psychol-
ogy" and ''Teaching How to Study,"
will be brought up to date. Students
who are in doubt as to which courses
will best serve their purposes are ad-
vised to write to the Department of
Education, University of Orwgon,
Eugene.

The Lane County Survey is now
ready for distribution. It may be
obtained from the extension depart-
ment. This thorough and exhaustive
survey of 120 pages consists of two
parts; the first deals with the condi-
tions of rural churches in Lane
county, and leads up to some start-
ling conclusions; the second part, by
Dr. F. C. Ayer, deals with the rural
and village schools in Lane county
from the administrative point of
view, closing with a number of con-
clusions which have great suggestive
value.

Dr. Joseph Schafer has revised his
"History of the Pacific Northwest''
which is expected from the press at
the near future. Dr. F. C. Ayer 8
book on "The Psychology of Draw-
ing," published by the Warwick-York
Company, Baltimore, has already ap-
peared.

Mr P. E. Baker, who completed
his course at the university at the
last midyear, takes charge of the
schools at Fossil during the coming
year. Mr. Hedrick succeeds Mr. E.
L. Keezel at Monmouth, Oregon.

Oregon Normal School,

The graduating classes of 1916,
numbering 43 in February and 126
in June, totaled 169, the largest class
ever graduated from a normal school
in Oregon. These graduates, with the
exception of a few who have decided
to continue their work in other insti-
tutions, have secured^/wltlons in tne -

OREGON TBACHBRS MONTHLY

47

schools of the state, and we look for-
ward with a good deal of interest to
the introduction of normal school
standards in these communities.

The summer school session for
1916 made new records in attendance
and enthusiasm. The opening day,
with an attendance of 680, gave
promise of the record-hreaking at-
tendance which passed the 800 mark
before the close of the third week,
and which totaled before the close of
the session, 827. People will wonder
how this many students could be oc-
commodated with the present equip-
ment, and it is only fair to say that
this could not have been done had it
not been for the good nature of the
students, and their willingness to be
crowded and inconvenienced. The
assembly hall, in spite of the intro-
duction of benches, 150 camp chairs
along the aisles and the walls, the
gallery filled, and 165 seatecf on the
rostrum behind the members of the
faculty, could not accommodate all
of these, so that a number Ead to
stand in the small aisles and outside
the doors. The class rooms were many
of them crowded to their fullest ca-
pacity, and had it not been for the
new training school bulldins, the
basements of which were utilized for
class room purposes, there would not
have been room enough for the teach-
ers. The entire work in methods was
handled in the training school build-
ing, and some of the large classes
were held in the training school as-
sembly room.

The dormitory felt, as did all of
the rest of the school, this undue
crowding, and while It accommodated
all possible, it was necessary to fit
up the upper floor of the training
school building as **The Dormitory
Annex," so that it would accommo-
date 100 girls. Double shifts were
installed in the dining room, and a
supplementary dining room made out
of the old domestic science building.

The student body was organized by
counties from which the students
came, instead of by classes, as in
regrular session. The gr/)ups and
their counties and numbers were as
follows: Multnomah, No. 1, with the
largest representation; Lane county,
No. 2; Polk county, No. 3; Crook,
Jefferson, Sherman, Wheeler, Wasco,
Morrow and Hood River counties, No.
4; Marion and Clackamas counties,
No. 5; Josephine, Douglas, Jackson
and Klamath counties. No. 6; Clat-
sop, Columbia, Coos and Curry coun
ties', also students from outside of
the state. No. 7; Grant, Gilliam,

Baker, Wallowa, Harney, Malheur,
Umatilla and Union counties. No. 8;
Lincoln, Benton and Linn counties,
No. 9; Tillamook, Yamhill and Wash-
ington counties, No. 10. Following
the custom of the past, which has
practically grown Into a tradition,
these groups organized for adminis-
trative purposes, went on their pic-
nics to the Luckiamute and Rickreall,
and were responsible for two of the
most successful evenings of the entire
summer school when they put on the
"Stunt" programs In the grove on the
evenings of July 21 and 22. The
number of students made the use of
the chapel impossible for this t)ro-
gram, so the tennis court nearest the
gymnasium was fixed with temporary
bleachers and other seating arrange-
ments, and the various stunts were
performed on the green between that
court and the building. The setting
among the large maple trees was
beautiful, and the strings of overhead
lights added to the effectiveness. To
go into detail over the individual
stunts of the various county groups
would take too long. Suffice it to
, say that state sectional rivalry had
every opportunity to manifest itself.
The competition was keen; the re-
sults gratifying, amusing and de-
cidedly instructive.

Among the attractions furnished
by the Lecture Course Committee
was a lecture by Dr. Zueblin, of
Boston, who spoke upon the subject
of "America, Peace Maker and Pace
Maker," and those who heard Dr.
Zueblin in his Chautauqua work or
know of his work throughout the
United States will know that this was
a profitable evening.

The presence of the Salem "band
for an open-air concert was the
second attraction. This well-organ-
ized body of musicians rendered a
concert that was thoroughly enjoyed
by everybody. As it was held in the
grove there was plenty of room for
the townspeople of Monmouth and
friends ircm neighboring communi-
ties also to enjoy this. One regret-
able feature of the size of the sum-
mer school is that it mechanically
prohibits the attendance of our Mon-
mouth friends from the various
Rchool functions.

The next attraction was the enter-
tainment furnished by Mr. John
Claire Mcnteith. baritone soloist of
Portland, Mrs. Carmel Sullivan Pow-
er, harpist, and Miss Woodbury, read-
er. The evening's entertainment fur-
Digitized by VjOOQ IC

48

OREGON TEACHERS MONTHLY

nished by these three Portland
artists was delightful.

July 15 was the date of the annual
summer school excursion to Salem.
Over 300 of the students took ad-
vantage of this opportunity to visit
the capital and the state institutions'.
The day's itinerary included the su-
preme court building, the state
library, the capitol, the executive
offices in the reception room of
which they were met by Gov. Withy-
combe, the house and senate, the
county superintendents in session, the
state penitentiary and state hospital.
The courteous treatment of the state
officials wag greatly appreciated by
all and the day was a decided
success. President Ackerman and
Mr. Butler were responsible for the
plans and efficient management.

On July 26, Gaul's historical can-
tata *'Joan of Arc" was given under
the direction of Miss Hoham, head of
the music department. The solo parts
were taken by a quartet from Port-
land composed of Mrs. Jane Burns
Albert, soprano; Mrs. Lulu Dahl
Miller, contralto; Mr. Joseph P. Mul-
der, tenor; and Mr. Dom J. Zan, bari-
tone. The chorus work was handled
by the combined Normal School Glee
, Clubs. Miss Hoham found many ex-
cellent voices among the summer
school students, and was able in a
short space of time to develop an
organization of unusual merit. This
was one of the musical treats of the
summer session, and much credit
should go to Miss Hoham, the di-
rector.

The annual meeting of the Board
of Regents was held the second week
of summer school, which gave them
an opportunity to study at first hand
the over-crowded conditions. A com-
mittee was appointed at that meeting
to make a more detailed study of
conditionn, the training school facil-
ities, the dormitory facilities, and the
adequacy of the teaching staff, with
a view to limiting the number of stu-
dents in attendance at the regular
session and in the summer school, in
order that the work of the normal
school might be up to the work of a
standard normal school as outlined
by the United States Bureau of Edu-
cation. A report of this committee
was put before a called meeting of
the ontr-e board dn July 21.

July 20 was the day for the
surprise of the summer session
when Governor James Withycombe
marched upon the assembly stage
amid spontaneous r.nd enthusi-
astic applause. His visit had not

been announced because of some un-
certainties about the date and his re-
ception was a gratifying recognition
of his interest in and service for edu-
cation. His address was inspiring,
patriotic and full of praise for Ore-
gon, all of which pleased his audi-
ence.

A change in the entrance require-
ments to the Normal School made
necessary various changes in the pro-
gram which will hold during the
years 1916 and 1917, after which,
as previously announced, only high
school graduates will be admitted. It
would be well for prospective stu-
dents who have completed part of
their work to know these changes
and be sure, as far as possible, that
work which they have not had can be
obtained during the semester in
which they plan to return.

The State Teachers Association
was represented during the summer
school by Assistant Superintendent E.
F. Carleton, who gave a short talk to
the students and teachers on the
"Reorganization of the State Teach-
ers Association" and the new plan of
editing the "Oregon Teachers Month-
ly." Visiting with him was Mr. Chas.
H. Jones, manager of this paper, who
spent some time in the work of se-
curing new subscriptions, and Supt,
O. M. Elliott, of Salem, whom we
wish to congratulate upon his election
to the presidency of the Lewiston
Normal School, in Idaho. This comes*
as a merited recognition of Supt.
Elliott's work as an educator.

Supt. J. A. Churchill, representing
the State Department of Education,
spoke to the students on July 27.
Supt. Churchill spoke of the wonder-
ful possibilities for Oregon to have
over 800 teachers interested in pro-
fesisonal advancement and asked
them to use the state department
whenever it could be of any service
to them.

The last assembly was varied by a
special program. Groups sat together
and many interesting yells and songs
were given. Then musical numbers
by Miss Hoham, Mr. David Campbell,
Mr. Howard Hanscom were given and
also talks by Mr. Floyd Moore, rep-
resenting the students and by Miss
Parrott, Mr. Gentle and Pres. Acker-
man representing the faculty. All
then sang "My Oregon" and hurriecl
for lunch and the special train pro-
vided by courtesy of the S. P. Co.

Oregon Agrlcultnwd CJoll^e.

The summer session this year w&s
the most successful in several par-

Digitized by VjOOQ IC

OREGON TEACHJBRS MONTHLY

49

Eastward Through the Orand Canyon of the Columbia,

The Inland Empire, the Yellowstone or Olacier Parks —

Oregon Electric By. Agents Sell
Through Tickets

the North Bank Road

Tm UNITED TUlU DAILY

LOW FAKES FOR SXTMBIEB TOUSS EXPIBE SEPT. 30

Eastern Points in Quickest Time by Direct Roiites or Through California for Slightly

Higher Fares.

The Ships of D« Luxe Serrlc* and Speed, SS Northern Pacific and Great Northern
for SAH FBANCISCO erery Tuesday, Thursday, Saturday. Thirty Day Round Trips
|S2, with mesls and berth.

Honolulu sxillng begin NoTomher 7. Ask for literature.

PORTLAND TICKET OFFICE, Fifth and Stark Streets.

R. H. CBOZIER, Asst. Oen. Pass. Agt., Portland.

J. W. RITCHIE, Agent, Oregon Electric, Salem, Oregon.

•66

recita-
., 8 y no-
he New
rmation

the
lat

&WU1 |^w|/.iD euvuiu uo*c vw^^j i/|/i#'-»i i liiu »,» i«»

win. Why not requisition your school offi-
cials for the New International, the One
Supreme Authority?

4^" 0,000 Words. 2709 Pages. New Gazetteer.
0003 Illustrations. 12,000 Biographical Entries.
30,000 Geographical Subjects.
Thousands of Other References.
GRAND PRIZE, (Highest Award) Panama-
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REGUUat and INDIA-PAPER Editions.
WRITE for Specimen Pages and FREE
Ptcket Maps.

O. & C. UEBSIAM CO.,

Digitized by VjOOQ IC

50

ORBGON TBACHBRS BfOHTHLY

ticulars of the last half dozen held on
the O. A. C. campus. The attendance
reached a total of 365, including 50
in the Boys' and Girls' Two Weeks'
Course, 18 Conrallis registrations for
Physical Education only, and eight
faculty folk. One hundred and twen-
ty-five of the net 289 full course reg-
istration had never before been on
the college rolls. There were 8y un-
dergraduates of the college and 74
graduates. Forty-four out of the
state students registered from 10
other states and two foreign coun-
tries. Washington was represented
by 17, California by 13, no other
state having more than two. Benton
county, in Oregon, led with a regis-
tration of 75, Multnomah ranking
second with 43. Lane, Yamhill,
Umatilla, Washington and Marion
in order had from nine to six each.
Eighteen other counties had a rep-
resentation of one or more each.

The largest registration in any
single department was in Home
Economics, with 150 different stu-
dents, Industrial Arts coming second
with 81 different students. The gain
over previous registrations in those
two departments was marked, being
about 100 per cent in each. Thirteen
courses were given in Home Econ-
omics and 23 in Industrial Arts. The
total registration in other depart-
ments, not excluding those registered
in more than one course was as fol>
lows: Agriculture, three courses,
22; Natural Sciences, five courses,
62; Commerce, seven courses, 59;
Education, three courses, 108; Eng-
lish, four courses, 36; History, two
courses, 7 ; Mathematics, two courses.

THE PORTLAND OFFICE OF THE

FISK TEACHERS' AGENCY

WELCOMES

Teachers for all kinds of
teachinp positions. We
are known from the At-
1.1 n tic to the Pacific
Coast and Can locate you
in n more satisfactory
position than vdu could
find for yourself. We
make prompt replies to
all inquiries, furnish the
I. est nvjiil;il)Ie teachers
for all positions,

Send us .\(Mir address
and we will sli.-ill l>e glad
to mail you full partic-
ulars.

J. N. ELLIOTT.
511 Journal Building, Portland. Oregon.

18; Physical Education, two courses,
49.

The faculty of 60 instructors in-
cluded several distinguished special-
ists from other institutions. In Home
Economics, Miss Alice Ravenhlll, of
London, England, gave two courses
in the subject of Dietetics; Mrs. L.
W. Robbins, director of Home EJcon^
omics in Oakland; California, gave a
course in methods of teaching home
economics in the high school. Dr.
Wm. T. Bawden, specialist of the U-
S. Bureau of Education, gave a
course in Industrial Arts and Voca-
tional Guidance. Professor W. L.
Eikenberry, of the University of Chi-
cago gave a course In General Science.
Two very interesting evening stere-
optlcon lectures were given by Prin.
J. B. Garvin of the Denver public
schools, president of the Denver City
Teachers' Association. The Annual
Chautauqua also provided high class
entertainment during one week of
the session.

A high mark was set this year but
the authorities are determined to pro-
vide even stronger courses next year,
if possible, and hope that their ef-
forts will meet with the approval and
patronage of the teachers of the
Pacific coast. The high standing of
the teachers' training courses in
Home Economics and Industrial Arts
is gaining wide recognition, the
Bureau of Education's experts rank-
ing the college among the first half
dozen in the country in these depart-
ments. A good representation of Cal-
ifornia and Washington teachers was
in attendance this year and two came
all the way from the middle west.

On August 5, Professor Ressler of
the Appointments Committee, report-
ed 77 teaching positions filled. Forty-
six of these are in Home Economics,
34 being 1916 graduates, the remain-
ing, promotions of previous gradu-
ates. Seven are in commercial po-
sitions, two in Agriculture, four in
Agriculture and Manual Training and
18 In Manual Training. The supply
of Manual Training teachers is ex-
hausted and the few qualified in
Commerce will doubtless be placed
before these notes are printed.

Returning students in September
will note a number of campus im-
provements. A fine macadam road-
way on the south and west sides of
the West Quadrangle with a cement
sidewalk will not only improve /ery
much the appearance of things but
will make for great convenience in
the approach to the Men's Gym. the
new Forestry Budl^^^tihe Poultry

igi ize y g

ORBGON TEACHBRS MONTHLY

WESTERN VENETIAN BLINDS

—FOR SCHOOL WINDOWS—

Guaranteed Twenty Years

They's guaranteed by the makers to give
twenty years efficient and satisfactory
service in regulating and controlling day-
light and ventilation.

They make possible an adjustment of light
to the exact intensity required, which is
impossible by other window-shading de-
vices.

They're less expensive in the end.

Ask us for a specimen copy of the Twenty- Year Guarantee and
also for our illustrated booklet.,

WESTERN BLIND & SCREEN CO.

2700 Lon^^ Beach Avenue, Los Angeles, Calif omia

Shasta Route to California!

Why:^

Because the Shasta Route train service is good. Through
standard and tourist sleeping cars, dining cars, observation
Ubrary cars to San Francisco. Direct connections made at
San Francisco for aU points in the East and South. Con-
venient time of departure from Northwest Cities and quick
time enroute.

To the East Also!

Tickets to Eastern points via California are low in price and
carry longer transit limits than on other routes. 10 Days
extra stopover allowed at various points of interest in Cali-
fornia, Arizona, Texas or Louisiana.

IT WILL PAY YOU TO ASK OUR LOCAL AGENT

John M. Scott, General Passeneger A^ent,
Portland, Oregon.

SOUTHERN PACIFIC

Digitized by LjOOQIC

52

OREGON TBACHBRS MONTHLY

Plant, and Cautbprn Hall. The. new
Forestry Bujldlng Is being rushed to
comirletion and Is promised for the
opening day. The building will not
only release Science Hall for more
expansion in Chemistry and Pharm-
acy but will also relieve some of the
other overcrowded buildings. Many
.of the buildings are receiving a new
coat of paint and will present quite
an improved appearance.

The new school year will begin on
September 18, the first two days
being devoted to registration and
class work beginning on the 20th.
The 1916 class of over 300 will leave
a big hole but new matriculations of
over 600 will fill it and take care of
other withdrawals. If the usual in-
crease in enrollment occuts, the long

term campus registration should pass
1700 this year. .A" large number of
students are on the Mexican border
as members of Corvallis Compank K
and other companies of the Third
Oregon. War stories will be in order
when these veterans return to the
campus. •

Prospective teachers of the Indus-
trial branches will be interested to
learn that California and Washing-
ton now recognize the diploma as a
valid teaching certificate. Idaho,
Montana, Colorado and other states
have extended this courtesy for sev-
eral years. There is practically no
barrier in any state for such gradu-
ates now, since the Oregon Agricul-
tural College is on the U. S. Bureau
of Education's list of "standard col-
leges."

Oregon Congress of Mothers

By MBS. BUZABETH HATHUBST, 1070 E. Bumiide, Portland

Preparations for the annual meet-
ing will be the first work of the year
of the Congress of Mothers and
Parent-Teacher Associations. While
it is most essential that every Parent-
Teacher Circle sends one or more
delegates to the annual meeting each
year the meeting previous to the leg-
islative session should have full
representation in order that every
member of every circle be cognizant
of the proposed legislation. Hence
the executive board urge every circle
to do its utmost to be represented
this year.

The annual meeting will be held at
The Dalles, October 12, 13 and 14.
The second day will be occupied with
the reports of presidents and a dis-
cussion of their problems.

A conference for those interested
in the play ground movement will be
conducted by Mrs. Wilson McNary, of
Pendleton. Mrs. J. G. Kelly and
Mrs. H. E. Warks will open the dis-
cussion. Mrs. Hattie Vail will pre-
side over the County and State Vairs
Conference and Mrs. Edith Tozier
Weathered of the state fair board
will address the conference.

Mrs. Jennie Kemp, president of the
W. C. T. U.; Mrs. C. H. Castner, pres-
ident of the Oregon Federation of
Clubs; and Mr. O. M. Plummer, will
speak at the Legislative Conference.
Mrs. Millie R. Trumbull, chairman of
the Legislative Committee will pre-
side.

Social Service will be discussed at
a conference which will be held under
the auspices of the Portland Parent-
Teacher Association's Social Service
Department that has had much prtic-
tical experience during the last few
years.

Supt. J. A. Churchill and represen-
tatives of the Extension Department
of the University of Oregon and of
the Oregon Agricultural College will
address the convention, and the city
of The Dalles will b^ hosts at a
formal meeting on the opening night.

Delegates will get the usual re-
duced rates of a fare and one-third
and The Dalles P. T. A. will provide
rooms for all delegates.

Splendid work has been done by
the Playground Committee of the
Portland Parent-Teacher Association
throughout the summer by the com-
munity gatherings in the various
parks. These meetings have been the
means of taking the work to many a
parent who otherwise could not have
been reached, and furthermore have
made of the parks and play grounds
a larger field of usefulness and
pleasure, and the transforming
of a *'dump heap" into a "plaifc
ground" has been one of the most con-
structive movements ever accom-
plished in the city of Portland, and
the "sane" Fourth of July picnics
conducted by the various P-T. A.a
was another splendid piece of work.

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ORBGON TBACHfiRS MONTHLY

53

Chicago School
of Civics and
Philanthropy

General Training in Social Work.
Special courses for Playground and
Recreation workers wi'th technical
classes at HulI-IIouse in Gymnas-
tics, folk-dancing, story-telling.
Field work with case-work-agencies
in settlements and public recrea-
ti:jn centers. Special course for
Public Health Nurses, in co-opera-
tion with Vii^ting Nurse Associa-
tion. Child Hygiene division of Chi-
cago Department of Health, Chica-
go Municipal Tuberculosis Sani-
torium. Illinois Mental Hygiene So-
ciety and Infant Welfare Society
of Chicago.

For further information, address

THE DEAN,
2559 Michigan Ave., Chicago, 111.

CAPITAL
NORMAL &
INDUSTRIAL
SCHOOL

The fall term of twelve weeks
begins on September 18. Classes
will be formed in all subjects
for teachers' certificates.

Address

J. J. KRAPS,
Salem, Oregon

'♦♦♦♦♦♦••••••»■<

>••••••♦» ♦Ji PHI

Register Now :

If you want a new or bet-
ter position now is the
time to register in the
oast Teachers' Bureau.
: you are a worthy, am-
itious teacher and en-
tled to a better position
lan you now hold, why
3t let the Bureau assist
>u to secure it? Write
>r information.

HAS. H. JONES, Mgr.,
Salem, Oregon.

4

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54

OREGON TBACHBRS MONTHLY

Simplified Spelling

By DE WITT C. CB0I88AVT, Gtoiieral Field Agent

People ^ho dislike simplified spell-
ing because of an esthetic prejudis
against it say that it wil destroy the
beauty of the Knglish language. But,
in the -first place, the language and
its spelling ar not synonymus. The
language exists as something heard,
the spoken word brings a succession
of pleasing or displeasing sounds to
the ear, and the judgment formd by
these spoken sounds is the final cri-
terion of language-beauty. Russian,
which seems so harsh to us, is beati-
ful to those who use it« and even
Italian, which is rated everywhere as
a melodius language, has combina-
tions- like sd and st which ar not
generally felt by us to be especially
beautiful, tho to the nativ Italian
these ar just as natural and har-
monius as any other groups.

Now tho visible form of Englis'r
wil be changed, but one must thi -
reason to the winds to say "that tl
change of exterior form wil chan^
the essentials of speech. This ^
great nonsense. No such calam: >
happe'nd when Spanish, Swedish, a '.
German changed their spellitig f
the better, and it is not reasonable v-.
suppose that the English language
wil undergo any break-up either.

It is said that a simplified spelling
wil destroy literature. A great many
people feel that they could not read
the books which they ar accustomed
to read in any other spelling. The
Simplified Spelling Board has taken
this fact Into consideration In all of
its argument. It points out that no
power has been given it to confiscate
such books as ar alredy in exlotence
and to force people to read books In
simplified spelling. It points out also
that, as the new generations arise,
new books could wel be printed In a
spelling suitable to their training,
and those who cling to the old may
stll cling. As they die off and new
readers arise, the movement wil grad-
ually spred.

It Is a sad fact that many people
do not kno that English spelling has
changed. It was Rider Haggard who
committed the ogreglus blunder of
saying that the spelling of Shakspere
was good cnuf for him. As time has
gone on, the lanffuage has changed.
Chaucer's English is very much dif-
ferent In vocabulary and grammatical
structure from the English of today,
and his spelling Is practically fonetic.

Gradually the fonetic principle has
been lost sight of, tho the body of
correctly speld words from the past
is great — and those who kno about
the actual pronunciation of the past
kno that it is greater than it seems —
but Shakspere and Milton and Pope
ar different in spelling, and even the
poets of the 19 th century hav an al-
most imperceptibly different spelling
from the riters of today. This grad-
ual change givs no one the right to
insist on any one spelling out of the
past; EhigUsh spelling is undergoing
a slo evolutionary process which his-
torical vision clearly perceives and
which the suggestions of the Simpli-
fied Spelling Board tend to focus and
to concentrate.

But this stil leaves ub with those
who refuse to look at simplified spell-
itig because of its strange appearance.
- jch people ar really selfish. They
p- iwllllng to undergo the discom-
i.^T of a reform for the sake of the
• enerations to come. The whole mat-
er becomes ethical. Does English
polling waste time? Does it involv
.xtra labor? Is it a training in logic?
Do the absurd combinations and the
useless letters aid in education? Com-
petent observers and Investigators
like Cook and O'Shea and many
others hav proved that English spell-
ing is anti-educational. Therefore, to
oppose a reform of it because one
does not like it is simply unethical.
Many a man has told me, while tour-
ing for the board, that it was his
own children's difficulties with Eng-
lish spelling that converted him to
the movement, and it is unfortunately
tru that many an opponent is one
who has had no practical experience
with children and whose gefieral
mental attitude Is one of esthetic ex-
cluslveness.

The movement Is now 10 years old.
Like all movements It has gone thru
varlus stages of opposition. When
Nehemiah was rebuilding the walls
of Jerusalem, he went thru three of
these stages, and they ar fairly typi-
cal— abuse, ridicule and a willingness
to parley. The Simplified Spelling
Board has had the abuse, it has hatd
the ridicule, but it is now pretty -wel
in the stage where sensible people ar
willing to parley and confer. Tlie
Board is no infallible group of men
with an iron-clad program and an
executlv power to put that pro^r^m

Digitized by VjOOQIC

OREGON TBACHERS M^fTHI^Y

55

407 Court Street, SALEM, OBEGON

Instnictiun in Public Speaking,
Story Telling. Interpretation of Lit-
erature. Drnmaties, Bible Reading,
and General Program work.

Coarses of Training in the De-
▼elupment and Training of the
Speaking Voice, Personal Power,
Extempore Speaking, Pantomime,
Stafre Technique.

Object? of Training may be Cul-
tural, Professional or Normal.

Natural Methods. Development
Indiridual and Characteristic.

Tuition either in chases or pri-
vate Terras upon application. Ad-
dress all inquiries to

IIBS. ANNA BOGEBS FISH,

407 Court Street, Salem, Oregon
Phone 1107

New Sanitary Adjustable
School Desk

Hyloplate Blackboard

Write for catalogue of

SANITABT DESKS

81z different kinds

SCHOOL BOOM HEATEBS

Maps, Globes, Supplies.

NOTHWEST SCHOOL
FURNITURE COMPANY,

S44446 Third St., PortUnd, Or.

Uiiitina Learning and Labor

THE OREGON
AGRICULTURAL COLLEGE

In its Six Schools and Porty-eight De-
partments is engaged in the great work
of uniting Learning and Labor.

Forty-^ghth School Year Opens

- SEPTEMBER 18, 1916.

I>egree Courses requiring a four-year
high school preparation, are offered in
the following:

AGRICULTURE. 16 Department;?;
COMMERCE. 4 Departments; ENGIN-
EERING, 6 Departments; MINES. 3
Departments; FORESTRY, 2 Depart-
ments; HOME ECONOMICS. 4 Depart-
nients; and PHARMACY.

Vocational Coarses requiring an
Eighth Grade preparation for entrance
are offered in Agriculture, Dairying,
Commerce, Forestry, Home Makers, and
Mechanic Arts. Pharmacy with a two-
year high school entrance requirement.

SCHOOL OF MUSIC— Piano, String,
Band and Voice Culture.

C^taloflrue and beautiful illnstrated
booklet free.

Address The Rbgistrar,

I w-7-16-16 to 9-7-16) COR V ALUS. OR EGO ."^J

^ONE

OF THE 15
VARIETIES

We make vari-
ous styles of
Duck Shades,

both roller and
folding. Write
us for catalog.

L prices and free
sample shade.

Oliver Steele Wtg, Co., Spleelnnd, Ind.

NORTHWEST SCHOOL FURNITURE CO..

244 Third St., Portland. Or..

Sales Represantative in the Northwest.

SCHOOL SUPPLIES

Catalosrue niniled frep to Toachprs. Speakers,
Recitntiuns. Diilnmies. Pla>s, Marches, Drills,
Exereises. ("elehrations, Kntertiiinments.

Games. S«»iijrs. Keward and Gift Oards,
Drawiiiir. Sewing, Ntiniher, Keudiiig, Alph:iliel
and Busv work Cards, Rt'ports. Records,
Drawitij; Stenrils. Blackhonrd Stencils, Maps,
Globes, all Sch >„l Goods. Address to
A. J. FOUGH ft CO , WARREN, PA.

Digitized by LjOOQIC

56

OREGON TEACHERS MONTHIiY

into effect. It is a group of men,
eminent in arts and letters and
science, who ar earnestly trying to
bring about some mesure of the logic
and regularity into the caos of our
English orthografy. The Board has
come to stay; Its results ar most en-
couraging. At this riting over 170
scools and colleges hay gone on
record in favor of the movement and
some 320 papers hav begun to use
simpler forms. When one looks over
the clipping files from the past and
sees how bitter was the opposition
and how confused wer the issues, one
cannot help but feel that after all,
there is a sound kernel of common
sense in us which wil take hold of
the obviusly good and carry It on.
Every scool teacher can help In the
work. Every scool teacher on this
coast, which is so favorably inclined
toward the movement, can spred in-
formation thru her community. Keep
in tuch with the Board which has
now removed to 18 Old Slip, New
York City, and all questions wil be
anserd and all circulars cheerfully
sent. But above all things, use a
few simplifications. Remember that
the National Education Association
has gone another step forward and
at its last meeting agreed to use t in
past tense and past participle when
the letter is pronounst as **t". Don't
be afraid of a little ridicule. Get a
rubber stamp for 15 or 20 cents with
the words "Simplified Spelling" on
it, and print that on your correspond-
ence. Put a leaflet or two in each
letter. By doing this you wil be
aiding a great work.

Report Booklets.

The Oregon Teachers Monthly has
for sale report booklets arranged to
fit the school register and can be
used for a year's work of school. The
arrangement is systematic and con-
venient. The price is 2 '^ cents each
or 50 for $1. A sample will be sent
free on request.

Prohibition in Oregon thus far has
done much to improve buBiness con-
ditions in the state. There is a gen-
eral improvonient in pvery channel
of activity as shown by actual figures.
The bank deposits have everywhere
increased and businessmen report
that all goes well with them.

time; giving its pendulum a true vi-
bration and its hands a regular mo-
tion; and when they cease to hang
upon its wheels, the pendulum no
longer swings, the hands no longer
move, the clock stands still. — ^Long-
fellow.

Cheering Someone On.

Don't you mind about the triumphs

Don't you worry after fame;
Don't you grieve about succeeding.

Let the future guard your name.
All the best in life's the simplest.

Love will last when wealth is
gone;
Just be glad that you are living

And keep cheering someone on.

Let your neighbors have the blos-
soms.
Let your comrades wear the crown;
Never mind the little set-backs
Nor the blows that knock you
down.
You'll be there when they're forgot-
ten,
You'll be glad with youth and
dawn,
If you just forget your troubles
And keep cheering someone on.

There's a lot of sorrow round you.

Lots of lonesomenesg and tears;
Lots of heartache and of worry

Through the shadows of the years.
And the world needs more than tri-
umphs;

More than all the swords we've
drawn.
It is hungering for the fellow

Who keeps cheering others on.

Let the wind around you whistle.

And the storm around you play:
You'll be here with brawn and
gristle
When the conquerors decay.
You'll be here in memories sweet-
ened
In the souls you've saved from
pawn
If you put aside the victories

And keep cheering someone on.
— Baltimore Sun.

The every cares and duties, which
men call drudgery, are the weights
and counterpoises of the clock of

How easv it is for one benevolent
being to diffuse pleasure all around
him: and how truly is a kind heart
a fountain of gladness, making every
thing in its vicinity to freshen into
smiles I

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I

OREGON TEACHERS MONTHLY 57

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58

OKEGON TBACHBRS MONTHLV

Membership in the State Teachers' Association

The Oregon Teachers Monthly, on

July 1, 1916, became the official Journal
of the State Teachers' Association (both
divisions) and the price was raised to
^1.50 per year, 50 cents of which groes
to the Association. At the end of the

first month (July 31) the following
teachers had paid $1.60 for their sub-
scription to • the Oregon Teachers
Monthly, thereby entitling them to
membership in the State Teachers' As-
sociation:

1 Nellie V. King, Winant

2 Fred Schepman, Waldport

3 John Blough. Toledo

4 Maggie L. Hampton. Toledo

5 M. Lillian Ernest, Denser

6 Earl Brown, Philomath

7 Chas. Hart. Roselodge

8 S. S. Gosman, Chitwood

9 Borgny Romtvedt, Toledo

10 J E. Daxls. Chitwood

11 R. E. Wood, Orton

12 John Miller, Eddyville

13 Verne Ross, Toledo

14 T. E. Wilpon, Turner

15 Paul Wyman. Bay City

16 Chas. Holway, Halsey

17 Laura A. Smith, Cottage Grove

18 H. W. Herron. Portland

19 Mary B. Scollard. Wood burn

20 L. W. Turnbull. Coquille

21 Hazel Henkle, Monkland

22 A. C. Strange, Baker

23 Anna Dunsmore. Orenco

24 Margaret Williams, Portland

25 Adella Chapler, Salem

26 Margaret Boggess, Veneta

27 W. M. Sutton. Burns

28 G. W. Beattie, Eugene

29 Mary E. Slade. Albany

30 Mrs. L. K. Page. Springfield

31 Mrs. A. Alexander, Portland

32 Barbara Hoch, Pendleton

33 Blanche Padley, Bandon

34 Kate Ronde, Clatskanle

35 Edith Harper, Freewater

36 Edith Smith. Banks

37 Alice Rasmussen, Troutdale

38 Delia Zimmerman, Troutdale

39 Adda Wright. Warrcnton

40 N. A. Frost, Forest Grove

41 Edna Pence, Salem

42 Erica Nordhausen, Aurora

43 Clara Ireland. Portland

44 Julio H. Burch, Oregon City

45 J. P. McGlasson. North Plains

46 Ethel Davis, Myrtle Creek

47 Mrs. E. H. Morrison. Portland

48 Coral Garvin. Corvallis

49 Inez Easton. Sitkum

50 Alethla Chapman. LaGrande

51 May Smith. Mabel

52 Helen Treat, Buell

53 Virginia Nottingham. Carlton

54 Elma Roberts, Sumner

55 Rubv Skinner, Lake view

56 Frances Potter. Canby

57 Harriet B. Horrleran, Hillsboro

58 Grace Eprbert, The Dalles

59 Mary B. Underwood. Philomath

60 Ruth Dunbabin, Bourne

61 M. T. Means. Philomath

62 Mildred Taylor, Scappoose

63 Marie Sern. Barlow

64 Bessa Lehmann, Sutherlln

65 Anna Bachmann. Clackamas

66 Adeline Buyserie. Hubbard

67 Isa Tsaacaon, Junction City

68 Anna Weisenborn. Deer Island

69 Mvrel A- Bond. Irving
TO Rada Antrim, AmiU'

71 Marvin F. Wood, Corvallis

72 Carl E. Morrison, Perrydale

73 "Waithia Watson, Ropeburg-

74 H. C. Ostien. Monmouth

75 Eula Campbell. Freewater

76 M. S. Pi ttman. Monmouth

77 Hazel Goger. Boring

78 Clara Splekerman. The Dalles

79 Mamie liar per. Wren

80 R. S. Bixby. Nolin

81 Mattie Foster, Klamath Falls

82 Nell G. Lloyd. Klondike

83 Margaret Rice. Shaniko

84 Martha Chase, Portland

85 Myrtle Ciayville, Portland

86 C. D. Watklns, Dllley

87 Clara Larson. Toledo

88 Emma Murray, Klamath Falls

89 Marlon Ford. Klamath Falls

90 May Wheaton. Coquille

91 Fannie G. Porter, Oregon City

92 Mable F. Johnson. Butte Falls

93 Helene Ogsburg, Eugene

94 Velma Beardslee, Arlington

95 Gladys Sanderson, Clear Lake la.

96 Alice Lytle, Bonanza

97 Vara Stewart, Portland

98 Charles Knocke. Mt Carmel, K. I>.

99 Lydla Unden, Winchester

100 Jewell Delk, Drain

101 Matilda Jacobs. Portland

102 Mrs. Gladys Smith, Springfield

103 Helen Anderson, Meda

104 Alma Nichols, Culver

105 Gladys Hatcher, Bu^I

106 Sylvia Severance, Lexington

107 Dagmar Jeppensen, The Dalles

108 Ora England, Walker

109 Florence E. Howatt, Portland

110 Rachel May. Timber

111 Ellen M. Yocum, Amity

112 Alice Jenkins, Eugene

113 Harry Whitten, Kingsley

114 Violet M. Stolle, Irving

115 Violet McCarl, Portland

116 Maude Largent. HuUt

117 Elnor Sherk, Sutherlln

118 Ruth Peterson. Yoncalla

119 Grace Atkinson, Walton

120 Mrs. Mary Hulln, Carpentaria. Cal.

121 Mary E. Moore, Irving

122 Vera Merchant, Lebanon

123 Emma Kennedy. Coquille

124 Maybelle Wagner, McMlnnville

125 Marguerite Freydig, Sutherlin

126 Ruth A. Brown, Eagle Creelc

127 Ranle P. Burkhead, Shaniko

128 Mabel McFadden. Halfway

129 Angle Halley. Medford

130 Goldie Groth. Freewater

131 Justlna Klldee. Sutherlln

132 May B. Lund, Ck>quille

133 Mildred Jones, Amity

134 Grace V. Perce, Medford

135 Myrtle Ess, Klamath Falls

136 Sadie Heibefger, Wedderburr

The Boys That Run the Furrow.

Toil can write it down as gospel.
With the flags of peace unfurled.

The boys that run the furrow

Are the boys that rule the world!

It is written on the hilltops.

In the fields where blossoms blend.
Prosperity is ending

Where furrow has an end!

The waving banners of the fields
O'er the broad land unfurled —

The boys that run the furrow

Are the boys that rule the worl^!

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OREGON TEACHfi^iS MONTHLY 59

Send yonr name for a list of
records tbat you certain-
ly ought to have.

Digitized by VjOOQ IC

OR£GON TEACHERS MONTHLY

ICJkL XJUCPJIlD

Clark's An Introduction to Science $1.20

Hunt's Community Arithmetic 60

Elwood's Sociology and Modem Social Problems 1.00

Brace & BSayne's Farm Shop Work 1.00

Weed's Chemistry in the Home 1.20

Nutting's Latin Primer 50

Nutting's Latin Reader, with EngUsh-Latin Exercises. . .76

The same without Exercises 60

Roessler & Bemy's First Spanish Reader 68

Teachers and School Officers are
invited to send for our catalogues*
Your correspondence will have
prompt and careful attention*

&£$fx AMERICAN BOOK COMPANY

ATLANTA 330 East 22nd St., CHICAGO, ILL.

L. R. TRAVER, Local Agent, Poi-tland.

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ORBGOX TESACHBRS MONTHLY

61

An
Idea
Sch(
Mac

Ths
Model
doubt
school
automai
mottor,
equippc
Sound
volume
accomp
that it
instrun
or the

01

Digitized by CjOOQIC

62 OREGON TEACHERS MONTH1.Y

Bl Box— Eight Pans-M)ne Brnsh

5^

Bradley"Standard
Water Colors

are manufactured in our own

laboratories at our factory,

Springfield, Massachusetts.

In spite of the scarcity of dye material,
we are iu position to FILL ALL ORDERS
FOR COLORS PROMPTLY and with
NO ADVANCE IN PRICES.

Send for our new
Catalogue.

MILTON BRADLEY CO..

20 Second Street, San Francisco, California,

When anf^Aering this advertisement m^intion Oregon Teachers Monthly.

yV^OOglc

Digitized by

ORJBGOlf TBACHKRS MONTHLY

63

SPEND YOUB
VACATION IN
i PBOFITABLE
STUDY

This year spent
in the Capital
Business College
may open oppor-
tunities to you not
now thought of.

THE EFFICIENT STENOGRAPHER OR STENOTYPIST

This school drills its pupils in every branch of office work so that
efficiency is attained. Result — our graduates are in demand. We
send them to every part of the state.

This school is in session all year. New classes in both Shorthand
and Stcnotypy will be organized early in the fall. Special ad-
vantages here during the fall months. Let us tell you what
they are.

CAPITAL BUSINESS COLLEGE. Salem. Oregon

re«clrers~Get
Big Ray-- Govern-
ment Rosltlons

All teachers both men and women should
try the Qovernment examinations soon to be
hfld throughout the entire country. The po-
kitions to be filled pay from $600 to $1500;
have short hours and annual vacations, and
•re life positions. Those interested should
write immediately to Franklin Institute,
Dcpt. O190. Rochester. N. Y., for large de-
scriptive book, showing the positions obtain-
able, and giving many sample examination
qaeitions, which will be seul^ free of charge.

The Cfipital Noniial School.

The prospect is very bright for
the Capital Normal at Salem the
coming school year which begins on
September 18 and no pains will be
spared to make the work successful.
Teachers who are desirous of raising
their grade at the December or June
examination will find it worth while
to spend a few months at this school.
Tuition and board will be as reason-
able as last year.

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64

OREGON TBACBUBRS MONTHLY

When selecting New' Supplementary Beading Do Not Overlook

The Everychild's Series

A library of fiction and dramtics, science and informa-
tion, literature and art ror children. Well bound In
attractive cloth covers, uniform in sise and all beauti-
fully illustrated.

Twenty volumes now ready Each $ .40

TBUE STOBIES OF GBEAT ABSEBICANS

Biographies of the great figures of our country's
history.

Eleven volumes ready Each $ JiO

Send for' our Selected List of Supplementary and Library Books for
Elementary Schools.

THE HACUILLAN cobipant,

619 Second Avenue, Seattle, Washington.

When answeringr this advertisement mention Oregron Teachers Monthly.

Lumbar

FOR

Manual Training
SCHOOLS

QUARTERED OAK

PHILLIPINE MAHOGANY

SLASH GRAIN FIR

and other Lumber Supplies which are
popuhiiiy u«ed in Manual Training Schools
throughout the Northwest. *

Also Veneered Panels and

General Building Materials.

Send in vuur si.eoifications for quotationg.

Sam Connell Lumber Company,

Fifth and Flanders Streets,
PORTLAND, OREGON.

Mention Oro^ron Teachers Monthly.

TelephOBM Main 1620 A 2269

HARDWOODS

FOR MANUAL TRAINING

Write us gitrlng list of materials

wanted and we will quota priooa.

W£ CAN FURNISH ANYIHXNG IN THB
HARDWOOD LINE, SUCH AS LUMBSB,
PANELS, AND VENEERS.

EMERSON HARDWOOD
COMPANY,

Importers and Manufaotarers.

Office, Yard and Mills,

North Front and Twentieth Sts.,

PORTLAND, OREGON

Mention Oregon Teachers Monthly.

Digitized by Vj(JiJ*^ Ic

N X*wW »

^,/7 3^f DUPLICATE

•••wnnr OF ORBQON uMUkwr

OREGON TEACHERS MONTHLY

The Official Journal of the State Teachers' Association
Vol. XXI SALEM, OREGON, OCTOBER, 1916 No. 2

Published Monthly Except July and August by the State
Teachers' Association

Entered at the Postoffice at Salem, Oregon, as second-class mail matter, April 1, 1898.

EDITORIAL BOARD

H. D. SHELDON, School of Education, University of Oregon, Eugene

E. F. GARLETON, Assistant Superintendent of Public Instruction, Salem

C. T. BONNEY, County School Superintendent, The Dalles

R. E. CHLOUPEK. Director Manual 1 raining, Pendleton.

C. O. DONEY, President Willamette University, Salem

E. S. EVENDEN, Department of Education, Oregon Normal, Monmouth

MRS. M. L. FULKERSON, Institute Instructor, Salem

0E0R6E W. HUO, City Superintendent, McMinnville

HOFKIN JENKINS, Principal Jefferson High School. Portlnnd.

MISS VIOLA ORTSCHILD, President Grade Teachers' Association, Portland

£. D. RE6SLER, Department of Education, Oregon Agricultural College, Corvallis

MISS LILLIAN TINGLE, Supervisor Domestic Science, Portland

CHAS. H. JONES, Business and Managing Editor, Salem

RULES OF FUBLIOATION

1. The mailing label on the Oregon Teachers Monthly shows the date to which subscrip-
tions are paid.

2. The Oregon Teachers Monthly will he sent to subscribers until ordered discontinued
aad all arrearages are paid.

3. Notice of change of address should be given at once, naming both old and new
postoffice. •

4. When renewing, always state that subscription is a renewal.

5. The subscription price, including membership in State Teachers' Association, is $1.50
s year in advance. Single copy, 20 cents.

6. Advertising rates will he furnished on application.

Address all communications to Oregon Teachers Monthly, Salem, Oregon.

Editorial Notes

The beginning of a new school year is the time for the teacher's
New Year's resolutions. Experienced teachers can profit by their
former mistakes. New teachers start with a clean slate. A frequent
source of error on the part of both the old and the new teacher is a
*'fatal facility of speech." Most of us talk too much, both in the
classroom and outside. Reference in this connection is to that con-
versation that does not bear directly on school work; inconsiderate
remarks to fellow teachers and to others about one's co-workers, school
policies and the like. Interest in our fellow men and their affairs is
natural and the term gossip is not properly applied to all talk about
one's neighbors. Unfortunately there is a strong tendency in human
nature to start or pass along unkindly comments on one's neighbors.
There is a current sentiment which runs, *' Speak kindly of everyone
if you speak of them at all; none of us is so very good." There may
be times when this is not good practice, but it is a pretty safe rule for
the teacher. It is difficult to distinguish between men and measures
and our opposition to the latter too often is attached to the former.

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66 OREGpy TEACHERS MONTHLY

What may often seem innocent comments or playful remarks about a
teacher, principal or superintendent may cause annoyance and mis-
understanding. Sometimes the silent member in a group of gentle
knockers becomes involved and receives credit or discredit for the
output. Beat a retreat, if possible, when the hammers start to tapping;
if you can't escape, start a new tune or at least refuse to join the
chorus, in a positive and kindly manner. The older and more experi-
enced teacher should administer a mild or stern rebuke, as circum-
stances appear to justify. This little sermon does not mean that a
teacher must never have an opinion or must always remain neutral.
Courage and independence are admirable qualities, but there are
times and places as well as ways and means of asserting theui.

t t t

The movement for an additional normal school in Eastern Oregon
is one which should command the support of every progressive teacher,
in the state. Experience has shown that ninety-five per cent of the
student body of every normal school is recruited from a territory not
more than one hundred miles in radius and immediately adjacent to
the school. Students as a rule do not take long journeys to secure this
type of training. If Eastern Oregon is to develop its own teachers
instead of importing them, a normal school is a necessity. Some years
ago when the confusion in the public mind as to the purpose of such
schools resulted in the extinction of the existing normals, a careful
and cautious policy became necessary. The new State Normal at
Monmouth was established with a fixed appropriation and under the
control of a real state board. Under wise management it has prospered.
Its standards of admission and graduation are high, its efficiency is
unquestioned. The time has arrived for the next step, which is to
furnish Eastern and Southern Oregon with schools on the same high
grade of efficiency.

t t t

It has long been the custom among American educators to spend a
certain amount of time in Europe studying the educational systems of
various countries. Upon their return they inevitably try to graft
upon our schools some plan which they observed abroad in successful
operation, regardless of the dissimilarity of economic or social condi-
tins. Many such plans have had but brief periods of notoriety and the
few which have won the favor of public opinion have been much
changed, much Americanized. Now that the unsettled conditions in
Europe have made such travel and such studies well nigh impossible,
these people are turning their attention more directly to the study of
American education, its needs and its efficiency, with the result that
some are discovering that we have an educational system of our own,
and more, that it is not inferior to those of other countries, as these
educational Jasons would have us believe, but in some respects superior.
The immediate effect of this discovery has been an increased amount
of progressive, adaptive legislation in many of our states. Now of all
times in our educational as well as political history is. the time for us

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OREGON TEACHERS MONTHLY 67

to be Americans, to have faith in and courage to stand for our ideals,
for who dares to say what those ideals may mean to the future civiliza-
tion of the world. Oregon has been very favorably noticed as a state
leading in progressive school laws so let us as the teachers of Oregon
evidence our faith, our bigger patriotism, by aiding our system at
every opportunity, and particularly in regard to a minimum school
term of eight months, to increased standards of professional prepara-
tion, and strict certification laws.

t t t ■

The old idea of a teachers^ association included two or three lions
from a distance, much hand shaking and at least one banquet, problems
were frequently discussed on the basis of individual taste, everybody
agreed to differ and nothing of importance ever resulted. Oregon
with other progressive states is attempting to establish a state associ-
ation which discusses questions on the basis of facts and aims to arrive
at valid conclusions. Two committees, one on teachers' retirement
funds and the other on retardation of pupils, have been appointed and
are already at work. An entire session is to be devoted to formulation
of policies for teachers. To make this session of value, there must be
local support. Why can't we have a principals' club in every county
and a local teachers' association in every town? Simply to elect dele-
gates to the representative council is not sufficient ; the delegates
must know the teachers' wants and be in the truest sense representa-
tive. It is only by intelligent combined effort that teaching can be
raised to its proper place at the head of the liberal professions. Are
you doing your share?

t t t

The remark is often made that a new spirit pervades the institutes
of Oregon and now that the institute season is again open it is inter-
esting to see whether that remark is justified. Not many years ago
the average teacher in Oregon looked upon the county institute as a
three day incarceration in the county seat. The popular instructor
then was the entertainer, the story teller, while the instructor who
tried to give instruction, classroom devices or every day pedagogy was
looked upon as an additional law-imposed punishment to be tolerated
by the aid of conversation, pencil sketching and fancy work, and all in
order that the district might not lose five dollars. We are glad,
however, that this is all changed now and the teachers are showing
their desire for practical work at the institutes. These meetings
coming as near the beginning of the year as possible are being looked
upon by the teachers as means for inspiration, for keeping up with
latest movements, for obtaining helpful suggestions for the year's
work, for measuring their work with that of others and as such they
are taken more seriously, more studiously, more professionally. As a
teacher grows in successful experience, in preparation for her work,
or in professional ijieals, she realizes that there is something positive
to be obtained from every speaker at these meetings, even if it is no
more than a strengthened conviction that her own method is as good

Digitized by VjOOQ IC

68 2 OREGON TEACHEBg MONTHLY

or better than that advocated, or an increased or renewed realization
of the worthwhileness of the service she is rendering. At the next
institute you attend, see how easy it is to select the teachers who
belong to the profession of teaching and who are doing all they can to
make it truly a profession, from those who are **just teaching at
so and so.''

t t t

Granted the opportunity to live in this age when history is being
made faster than at any time since man could make permanent
records; when political geography has been many times changed and
bids fair to undergo many more; when commercial and industrial
geography is a constantly varying study as trade, invention, or new
war demands make their inroads into established commercial relations ;
when a new epoch of war-inspired literature is being added to the
literary history of every nation ; when art and music constantly depict
themes of distruction, bloodshed, desolation, desperation, sorrow or
exultation ; when even the ideals and standards of modern civilization
are constantly changing, we as teachers must realize, not only the
opportunity but its responsibilities. The teacher will not properly
perform her duty to society unless she gives -to the **men and women
of tomorrow*' the ideals, the necessary information to live under these
new changed conditions. The traditional subjects taught in the tradi-
tional way will not do this. She must know enough about present
conditions to leave, if necessary, parts of her texts untouched and
teach from living text books — the great periodicals of the day, for
from no other source can she secure the desired material. She must
not only read extensively but encourage her students to do so as well,
and also give them the ability to do so intelligently.

t t t

Times are hard on the Western coast, ancient certificates long since
covered with dust are being resurrected, lawyers without clients and
physicians with few patients are crowding into teaching, to say
nothing of ministers and real estate agents. These recent recruits
desire to remain in the school room only while necessity compels and
in many cases are willing to work for salaries whieh deny the pro-
fessional teacher the means of growth and successful work. Undoubt-
edly all the teaching positions in the state of Oregon could be filled
by some sort of candidate if the salary was limited to forty dollars a
month. The efficiency of the schools would be destroyed and the
children would suffer, but nevertheless after a fashion the positions
would be filled. What prevents such a state of affairs? Simply the
certification laws of the state which provide that every candidate for
this important function must produce evidences of good character,
respectable general culture and some professional training. These laws
are the main support of the professional teacher in periods of financial
depression. The influence of every serious minded teacher should be
exerted to the limit to create a public opinion favorable to their
effective and even-handed enforcement.

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Choosing the Teacher

By A. C. ST&ANaE, Baker City, Oregon

I have selected this subject because it has grown to be the custom
of boards of education in districts of the first class and in many others
to leave the selection of teachers very largely to the city superintendent
or principal, and as the success of his system depends very largely on
the care he exercises in performing his duty, the points that he con-
siders, his standards and methods, ought to be of interest to the
teachers who constitute the applicants.

In the first place, he must determine the kind of teacher he wanls.
To do this, he must consider the nature of the work to be done, the
character of the community where she is to teach, the character of
the people making up that community, and the sort of home training
they are giving their children. Not all communities are alike. I have
known teachers to have a high measure of success in a certain grade
in one part of a city and later in the same grade in another part to
fail. Why? Apparently they did not fit into the peculiar conditions
prevailing there. Usually the hand-working classes, both foreign and
native-born, occupy in large part a separate portion of a district, the
wealthy another section, and the professional, constituting largely the
more intellectual and better educated, another section. One section
of our city, for instance, is given over almost entirely to Mormons
and their children make up seventy-five per cent of the attendance of
one nine-room school. The reader will readily see that the teacher who
lacks adaptability, and some very excellent teachers do, would not
fit equally well into all sections. In one section there is little strict
parental control (these things often go by fashions, as dress or social
customs); hence, the teacher's task is heavier. In another section,
parents hold to the old Puritanical idea of *' spare the rod and spoil
the child" and the children are starved for kindness, patience, sym-
pathy and love, and the teacher must supply these needs. All these
things the superintendent must weigh carefully and use his utmost
endeavor to select a teacher who fits the environment.

In the second place, he must consider the teacher's preparation to
do her work, and it is not enough to choose her because she is a normal
or college graduate. Not all normal schools are equally meritorious.
The eastern normal may not so adequately prepare the girl to teach
in a western environment as the one located in the west. Again,
every school of higher education graduates many who do not learn
the value of hard work, close application, thoroughness and accuracy,
and the teacher who does not possess these qualities cannot teach
them. Sometimes these graduates apparently believe their work is
done, their preparation is complete when they receive their diplomas,
and the superintendent cannot get from them the careful daily prep-
aration, the effort to keep abreast, he holds so important. He must

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70 OWKGOIV TRACHBWS MONTH T>Y

consider more than scholastic training, indispensable as it is, he must
form a judgment concerning the measure of thoroughness of her
training, her attitude towards her education, and her ideals of future
accomplishment.

In the third place, he must know the character of the applicant's
experience. Several years of teaching in a small rural school with an
average attendance of eight or ten pupils does not well fit the teacher
for the city place* Teaching in a small graded school with little su-
pervision is not the best of experience to make the teacher ready for
the school where there is much supervision. Not only quantity of
experience then must 1 1 crrsidered but quality, where gained, under
whose direction, and in wLl. environment.

-Last and most important of all, he must consider the personality of
the applicant and all those things which enter into persoqality. In
the first place, he likes to see a photograph of the applicant or, better
still, to see her personally. The teacher who is prepossessing in
appearance has an advantage over her who is not; but if the teacher
is not personally attractive, she certainly can very largely make up
for this lacking by the care with which she dresses. I know excellent
teachers who are very far from handsome, in fact, as nearly ugly as
a woman ever is, and yet they, by cultivating a pleasant smile and an
animation of expression, and by dressing neatly and with taste,
overcome very effectively this handicap. In like manner, I know
others who have much natural beauty who by dressing in poor taste,
in slovenly manner, and by being too obviously pinned together, a fact
which seldom escapes the keen eyes of the superintendent, fail to get
the promotions which otherwise they have deserved.

Another quality which the superintendent considers may well be
expressed in the slang word, '*pep." Energy and enthusiasm must be
very evident in the applicant. It must be equally obvious that she
believes in herself and in her work. This belief must be so strong as
to lead her to the most careful of daily preparation, a preparation
which will bring her before her classes with a large measure of anima-
tion and enthusiasm. She must feel and show ambition to excel in
the work whether she expects eventually to drop out or not. These
points make up ''pep" and the superintendent is exceedingly anxious
to ascertain if the applicant possesses these qualities. The applicant
must be loyal. No teacher who does not hold loyalty as her first
principle of professional ethics is wanted. This loyalty must not be
merely a loyalty to her own interests, expressed in standing by her
associates and by those in authority over her, but it must be an
unswerving loyalty to high ideals of the value and aims of her work.

As the last element of personality, the applicant must be of
unobjectionable habits. If a woman, she must be systematic and
orderly and of regular habits of eating and sleeping, the latter for
hygienic reasons ; and if a man, he must be all these and more. It is
desirable that he do not smoke or drink or use a flippant, slangy, or
profane manner of expressing his thoughts, objectionable qualities

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OBEGON TEACHERS MONTHLY 71

which the superintendent ought never to have to consider in con-
nection with the application of a woman, but which he must too often
consider in investigating the I'ecord of a man. It is true that some of
these points are usually investigated only through confidential reports
but the superintendent does seek information along these lines and all
teachers should know it. We want the applicant to love the society of
others and to enjoy social gatherings, but she must hold her work first.
The seeking for and attendance at social functions may become a very
strong and objectionable habit. She must constantly bear in mind that
her work puts on her the responsibility of upholding and even of
raising its standard and to do this she must conduct herself with a
certain dignity of manner. Flippant conduct is a very objectionable
habit. All these are elements of personality the superintendent con-
siders in choosing his teachers.

In concluding this brief article, I would urge the teacher who has
failed in securing the desired position not to say, **Well, I have not
had a fair deal,'' but rather, '*In which of these various respects am I
lacking and what can I do to strengthen myself T' Nothing is truer
than that any teacher who knows what is expected of her, who has a
reasonable amount of preparation and self confidence, who is deter-
mined to succeed and has the spirit of hard work, who practices a little
auto-suggestion, and whose ideals are high can much strengthen herself
in all these respects and thus fit herself for the desired promotion if
she will.

The School Playgrounds of Enterprise

By 0HA8. A. MOKTAKDON, Enterprise, Oregon

• The school playgrounds in Enterprise were started during the
summer of 1913. The board then authorized the building of a few
pieces of apparatus. Since that time the school has added a littl'i
each year, so that now, the playgrounds n»e covered with a very
creditable equipment. This equipment consists principally of the
common playground devices with a few original additv.ms. There are
swings, traveling rings, Spanish rings, a traveling ladder, olimbing
poles, climbing ropes, teeter boards, teeter ladders, giant strides, volley
ball courts, a basket ball court, hortizontal bars, sliding poles, simple
merry-go-rounds made of old wagon wheels, besides facilities for broad
jump, high jump, pole vaulting and racing.

The equipment is so far as possible made on the ground, and of
native timber, principally of fir. The constructions are all substantially
made, but of rather light timber and properly braced. This plan of
construction avoids the clumsiness necessarily attaching to articles built
of hieavy timber. By proper treatment of the parts in the ground,
the life of the timber is of considerable duration. The wooden con-

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72 OREGON TEACHERS MONTHLY

struction is also desirable because it can be erected .by various kinds
of labor. The equipment as it stands represents labor hired by the
board and labor secured from the janitor, from the manual training
classes, from the instructor of manual training and even from other
teachers interested in the work. Undoubtedly it was secured by
** joint effort.'* The hardware necessary was secured from the local
dealers at little more than cost. Building the apparatus of local
material, with labor secured from the older boys, also demonstrates the
fact that our own resources combined with a little labor and ingenuity
may secure for us many of the good things of life.

There is nothing difficult about the construction. Our method of
operation, in case the piece to be erected has not been seen, is to work
out our plans from cuts found in catalogues and other advertising
material. The catalogues show the steel apparatus. But with few
exceptions the same articles can be made of wood; and, as before
suggested, if the construction be of sound and rather light material,
properly braced and neatly painted, it can be made solid, durable and
even ornamental. Prom playground catalogues also, suggestions for
the dimensions of the apparatus can be obtained. Wooden construction
has other advantages. For instance, it does not get as cold in the
winter or as hot in the summer as the steel. But by far the greatest
argument in favor of it is its inexpensiveness. Generally speaking, the
wooden equipment can be erected for about twenty per cent of the
cost of steel apparatus. Of this cost, the material represent, roughly,
ten per cent,, and the labor ten per cent. So that in cases where the
labor cost can be eliminated, as when furnished by manual training
classes or others interested, wooden equipment can be secured for
about ten per cent of what it would take to buy the steel. For instance,
the material in the equipment on our grounds costs about $110.00;
the labor to build it would cost about a like sum. But only about fifty
per cent of this was hired labor, so that about $165.00 has really
equipped our playgrounds.

But the question of equipment is not the only one involved. Proper
regulation of playground activities is quite as important. The attempt
to make those places self-regulating has been a failure everywhere,
in schools as well as in parks. The result of this failure has been the
movement for playground supervision. This movement has evolved the
** playground director.'* A few years ago, proper supervision was not
easily secured. The teachers appointed to assist in the work could do
little more than stand in conspicuous positions, holding their own or
somebody else's hands. Many positively did not know how to play or
how to help assist or direct play. But with a few suggestions and a
few evenings on the playgrounds (by themselves), they soon acquired
sufficient skill and interest to make them efficient directors of play-
ground activities. Then, too, the teachers' training schools came to
the rescue. Courses in playground work were installed, so that at the
present time many teachers make their ability to assist in outdoor
exercises a feature of their applications. Most teachers now accept

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ORECiON TEACHERS MONTHLY

the work as a part of their duties, and a large majority of them find
in it recreation and amusement.

As to accident, they have happened, but to no alarming extent.
In three years, with a school of from 250 to 400 pupils, only four
serious accidents have occurred. Of these, the two most serious, broken
legs, did not happen in connection with the use of any Of the equip-
ment. Those who objected most when the first apparatus was erected
have now become quite reconciled to its safety. To insure safety,
however, proper management and supervision are necessary. Certain
parts of the grounds are reserved to special grades to avoid con-
gestion; then every section of the grounds is under the eye of a teacher
during iixtermissions.

The strong argument in favor of the playground is the extent of
its use. Usually, the grounds are swarming with pupils ; even during
severe weather large numbers are out exercising on the apparatus.
Almost every child uses the playground every day. Some exercise
more than others, and many perform real strenuously ; but there is no
pupil who does not make some use of the playgrounds. The pupil who
does not use it every day is the exception. While the grounds are
intended primarily for the use of the grades, it is not uncommon to
find the high school pupils using it during the evening. Under cover
of darkness, even sedate town people make use of it. It would be
difficult to point to any other public activity that lends itself to such
extensive usage.

The basic idea is through the playground movement to generalize
athletics. No doubt, one grave objection to our school athletics as
usually conducted is that they neglect the weak and the needy, those
to whom physical exercise would be of most value. The playground
remedies that. It is for every one. Moreover, it lends itself readily
to corrective exercises; that is, a pupil can be instructed to perform
especially on the apparatus that will help to re-enforce the weak part
of his physique. It is difficult, in the absence of scientific tests, to
get the grounds or authority for a valid statement concerning the
physical advantages secured. But the feats that our boys and girls
perform, the endurance they show, the skill they display when con-
trasted with **new comers" who are performing for the first time,
the especially well developed freshmen who enter high school after
three years of spontanous playground work; these, and other facts
lead us to believe that our pupils are attaining a physical status far
superior to what it would be were it not for their playground exercises.

For about one-half of what it takes to run a football team for a
brief season of twelve weeks, 400 pupils can have training for an
indefinite number of years. This is not to raise here the question of
the merits of inter-school contests. It is simply intended to show
what we are getting, or can get, for our money. If physical develop-
ment be our end, then the' playground contributes directly to it. If on
the other hand successful high school athletes be the foremost consid-
eration then the product of the playgrounds furnishes a good physique

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74 OREGON TRACHERS MONTHLY

upon which the athletic coach can build. Then, all who are enthusiastic
about inter-school athletics, and all who are not, should favor a well
equipped playground.

Besides direct physical benefits, the playground activities present
other advantages that are worthy of consideration. It facilitates dis-
cipline during intermissions. The old difficulties common at recesses
are largely eliminated. The teachers are on the grounds, but they
are there as directors and helpers, not as policemen. Their work is
constructive, not repressive. Moreover, the relations of teachers and
pupils on the grounds are usually pleasant and consequently promote
more cheerful and helpful relations in the classroom. Teachers who
were connected with the school before the playgrounds were equipped
and retained their connections after the movement was launched, tes-
tify that the difficulties arising during intermissions have been almost
extinguished. The pupils have from the first shown the proper attitude
toward the equipment. They keep the grounds clean, play as directed,
heed suggestions, and not in a single instance have they willfully
destroyed or marred any part of the apparatus.

Playground performances lend themselves to competitive exercises.
At certain intervals, contests are held. The contests are usually be-
tween the different rooms of the grade buildings, with a system of
graduated handicaps from the upper to the lower grades. The contests
consist of common track events and performances on the equipment.
In these events, at least three-fourths of the pupils take part — girls as
well as boys. So that all that is generally said in favor of the dicipli-
nary value of athletics can be said for playground contests. These
events have been well attended and apparently appreciated by the
people of the town.

The playgrounds with us have a salutary effect on tardiness.
Instead of loitering on the way to school, seeking fun by the wayside,
the pupils hasten to their play center, and consequently are at hand
when school calls. Parents have objected that their children did not
take time to eat lunch, so anxious were they to resume their fun. In
many ways therefore the playgrounds have proved a valuable adjunct
to the school.

Now, even in Enterprise every one is not enthusiastic about play-
grounds. Some object that the children work too strenuously, that
they are pushing their exercises to a dangerous excess, — though no ail-
ment has ever been traced directly to such excess. One ** taxpayer*'
objected that they were not necessary, since no such luxury adorned
the school that he attended. Others object on the ground that the
children shirk their chores in the morning, or ^s suggested, refused to
oat at noon. And still others (whom you would least suspect) object
that some of the performances for the girls are not **lady like." But
the management of the schools from the board to the teachers, favors
the movement. Public spirited citizens and friends of the school who
have given the matter more than passing attention, have given the
playground movement their hearty approval. Conservative men* have

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OREGON TKACHfiRS MONTHLY

spoken of it as * 'a step in the right direction," *'a great improvement,"
*'well worth the money," **one of the best improvements that the
school has ever put in," etc. So that upon the whole the people are
well pleased with their playgrounds and are ready to continue to
improve them.

To this end a special playground director has been appointed. The
board was fortunate to secure for this position Mr. C. C. Parsell, who
is an enthusiastic leader, a lover of athletics and good sport, and a
high-class workman. His plan is to improve the playground equip-
ment, and to devise a system of records that will establish the relation
between physical and mental development — between proper playground
exercises, and success in the classroom . This record, when followed up
for some time, may give valuable suggestions to teachers and school
authorities, and may well form the basis of another article in this
magazine in which the value of a playground to the school may be
scientifically demonstrated.

The What and How of Vocational Education

By FBANK H. SHEPHERD, CorTallls, Oregon

There is, at this time, no place for further use of arguments for
placing vocational education in our schools as a part of the regular
school work. The question that confronts the people of America today
is what and how. As a suggestion of WHAT, nothing can be more
appropriate than quotations taken from the statements made by
different men who are and have been recognized by all as leaders in
the educational field.

**A11 our industries would cease were it not for that information
which men begin to acquire as they best may after their education is
said to be finished, and were it not for this information which has
been from age to age accumulated and spread by unofficial means
these industries would never have existed. • • • The vital knowl-
edge, that by which we have grown as a nation to what we are, and
which now underlies our whole existence, is a knowledge that has
gotten itself taught in nooks and comers, while the ordained agencies
for teaching have been mumbling dead formulas. ' ' (Herbert Spencer) .

** Multitudes of American children take no interest in their school
work, or seeing no connection between their studies and the means of
later earning a good livelihood, drop out of school far too early of
their own accord, or at least offer no effective resistance to the desire
of unwise parents that they stop study and go to work. Moreover,
they acquire while in school a listless way of working.*' (Dr. Eliot,
N. E. A. Report, 1910).

'*But to the great mass of human beings this opportunity is not
open. All over the world we have brought these young people, by

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76 OREGON TEACHERS MONTHLY

various types of compulsory legislation, under the influence of the
elementary school for, let us say, the years from six or seven to thirteen
or fourteen. This great mass o'f boys and girls get the very admirable
and very effective training of the elementary school, but for well
known economic reasons they cannot take advantage of what society
has to offer beyond that. They are compelled to go out and take
hold of life as best they can at that tender age, unadapted, unfitted,
with no specific tentacle ready to grip any particular hanging rope
on which to climb to economic independence or security." (Vocational
Education. Dr. N. M. Butler, 1913).

**When but one-third of the children remain to the end of the
elementary course, there is something the matter with the schools.
When half of the men who are responsible for the business activities,
and who are guiding the poltical life of the country, tell us that
children from the elementary schools are not able to do definite things
required in the world's real affairs, there is something the matter
with the schools. When work seeks workers and young men and
young women are indifferent to it, there is something the matter with
the schools. • • • Our elementary schools train for no industrial
employment, they lead to nothing but the secondary school, which in
turn leads to the college, the university and the professional school,
and so very exclusively to professional and managing occupations.
One who goes out of the school system before the end or at the end
of the elementary course is not only unprepared for any vocation which
will be open to him, but too commonly he is without that intellectual
training which should make him eager for opportunity and incite him
to the utmost effort to do just as well as he can whatever may be
open to him. He goes without respect for manual industries where
he might find work if he could do it. He is without the simple prepar-
ation necessary to do definite work in an office or a store. He is
neither clear about his English nor certain about his figures." (Ameri-
can Education, Draper).

These signboards along the way indicate very clearly what should
be done. A thinking, reasoning individual, no difference how firmly
he may be entrenched behind the breastwork of traditional education,
should be able to see the solution of a problem when so forcefully put
before him. But the HOW has confronted those who saw the WHAT
and for a number of years leaders in the educational, economic, po-
litical, and social world have been trying to find the ways and means.
Today it seems that the problem will be solved in a great degree by
National aid for vocational education.

The bill known as the Smith-Hughes Bill seems to be ready for
final action in Congress. February 10, 1916, this bill was introduced
in the House of Representatives by Mr. Hughes, was referred to the
Committee on Education and ordered printed. On February 12, 1916,
it was committed to the Committee of the Whole House on the state
of the Union and ordered printed. On July 31, 1916, this bill passed
the Senate without a dissenting vote. The title of the bill very clearly

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OREGON TEACHEBS MONTHf.V 77

explains its intent and purpose as follows : * * To provide for the pro-
motion of vocational education; to provide for co-operation with the
States in the promotion of such education in agriculture, the trades,
industries and home economics; to provide for co-operation with the
States in the preparation of teachers of vocational subjects; and to
authorize the appropriation of money and to regulate its expenditure. ' '

The bill allows nine years to put the system into full operation,
beginning with the year 1916-17 the minimum appropriation is $1,700,-
000 and in the year 1924-25 the maximum amount of $7,200,000 is
reached. This total appropriation is divided into different parts as
roUows: for agricultural teachers, for trade and industrial teachers,
for training teachers of vocational subjects.

One very significant condition and a condition that should interest
every teacher in the United States is: '*No State shall receive any ap-
propriation for salaries of teachers, supervisors, or directors of agricul-
tural subjects, until it shall have taken advantage of at least the mini-
mum amount appropriated for the training of teachers, supervisors, or
directors of agricultural subjects, as provided for in this act, and that
after said date no State shall receive any appropriation for the salaries
of teachers of trade, home economics, and industrial subjects until it
shall have taken advantage of at least the minimum amount appripri-
ated for the training of teachers of trade, home economics, and indus-
toial subjects, as provided for in this act." This clause shows that the'
lawmakers of our nation clearly recognize the fundamental principle of
trained teachers as essential to the success of any educational
movement.

In a letter dated September from Hon. W. C. Hawley he says in
part: **In a recent interview with Mr. Hughes^ office I learned that
it was his "opinion that this bill would probably not be reached during
the present session of Congress, but he thinks it sure to pass at the
session convening next December."

The quotations at the beginning clearly indicate the WHAT. The
Smith-Hughes Bill very clearly provides for the HOW, and the social-
economic conditions existing in our country show to all thinking,
reasoning people, school teachers not excepted, that there has existed
and still exists a very forceful why.

To speak a kindly word of commendation or encouragement may
be a very little thing for you, but a very helpful thing to the one to
whom it is spoken. Never a day passes without bringing you oppor-
tunities for such service to others. Does a day ever pass without your
improving such an opportunity ? — Selected.

Tf you would be a man, speak what you think today in words as
Lard as cannon-balls, and tomorrow speak what tomorrow thinks in
Vard words again, though it contradicts everything you said today. —
Ralph Waldo Emerson.

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Financial Problems in Districts of the Third Class

By F. B. HAMLIN, Bosebnrg, Oregon

The financial problem in districts of the third class is one of the
many growing out of that great problem which our State undertook to
solve when it assumed responsibility for the education of our suc-
ceeding generations, guaranteeing, as nearly as possible, equal oppor-
tunities and advantages. Under our laws at the present time the State
exercises general direction and control of all school matters, but shifts
the responsibility of financial support and immediate control to the
counties and districts in which the schools are located.

The State collects and apportions to the counties annually the
interest from the irreducible school fund, which amounts to about two
dollars per capita of the school enumeration, but contributes nothing
from its general fund except to pay the expenses and salaries of the
educational department of the State. The State law requires each
county to raise annually for school purposes at least eight dollars for
each child enumerated between the ages of four and twenty years and
leaves each district to provide by special tax for whatever additional
sum is necessary to carry on its schools.

It is generally conceded that children living in the cities and towns
have better chances for acquiring an education than have those who
live in the smaller rural districts. Among the superior advantages
which they enjoy are better buildings and equipment, more experi-
enced teachers, longer terms, and more efficient supervision. These
conditions are due not only to the ability of the more populous districts
to spend more money, but also to the fact that as a rule'^the urban
population appreciates more fully the necessity of superior schools
and are willing to tax themselves for the necessary funds.

I have before me a summary ^of the assessment roll of Douglas
county for the year 1915 which shows among other things that of the
144 districts — including joint districts and union districts — 132 voted
a special school tax, only 12, or eight and one-third per cent, being
able or willing to get along with the regular state and county appor-
tionment. The tax rate ranges from .0002 to .0127 ; the average for the
county was .004 while for those districts maintaining high schools the
average was .075.

There seems to be a feeling among all classes of our people that
even in school matters, it is right to require the strong to help the
weak, and this principle has been applied by the Oregon school laws in
the affairs of districts of the third class. Let me call your attention
to some of the provisions of the law that were intended to be, and
are, for their special benefit: (1) In the apportionment of the county
fund the county superintendent is required to give each district,
without regard to size of school population, the sum of $100. (2) In
the matter of voting at school elections, in districts of the third class,

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ORROOIV TRACHKRff MONTHLY

the head of a family is permitted to vote without the property qualifi-
cation required of voters in other districts. (3) Under the supervisory
system the law provides for. rural supervision. True, the law is
optional and is in effect in only a few of the counties. However, in
those counties where it has been adopted, where competent supervisors
have been employed and where they have received the co-operation
and support of the local school officers, their work has been of great
value to the schools. (4) The law prescribes for all districts a mini-
mum term of six months and guarantees each the sum of $300 to carry
on its school during that time. In other words, there is one provision
of the law that requires all districts to have at least six months of
school, and another which provides that if any district, which does
not receive the required $300 from the regular state and county ap-
portionment, shall fail to levy a special tax of at least five mills to
make up the deficiency, then it becomes the duty of the county super-
intendent to so notify the county court. The county court must then
levy a five mill special tax against the property of the district and
transfer from the general funds of the county to the special funds of
the district whatever sum is necessary to make up any remaining
deficiency. The effect upon the receipts of districts of the first and
second class is so slight as to be negligible. In the larger districts of
the third class, these provisions do not materially affect the total
annual receipts, but in the smaller districts of this class the effects are
very marked.

In order to show more clearly the practical working of the various
provisions of this law let us consider one of our very smallest districts.
'Take, for example, an imaginary district with an enumeration of ten
and an assessed valuation of $10,000. There is at least one district in
Douglas county with a smaller assessment and several with fewer
pupils. Let us consider first what this district would receive if there
were no special provisions in the law.

1. Prom the State fund, 10 pupils at approximately $2 $ 20

2. From the county fund, 10 pupils at $8 80

Total receipts $100

This would provide for not to exceed two months of school and the
question of what to do in the matter would be a very serious problem.
To raise the additional $200 would require a levy of 20 mills, which,
while not illegal, would probably not be voluntarily voted by the tax-
payers of the average rural district. One of two things must happen —
the people of the district must either burden themselves with a heavy
tax or deny their children even the minimum of school privileges.
But let us now consider what this same district would receive under
our laws as they are :

1. Prom the State fund, 10 pupils at $2 $ 20

2. Prom the county fund, lump sum 100

3. Prom the county fund, 10 pupils at $6 per capita 60

4. Prom the county fund for teachers institute attendance. ... 5

Total receipts |. . . . $ 1

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80 O'tFOOTV TEACHERS MONTHLY

Again it is up to the district to decide what they will do. A special
tax of liy2 mills will solve the problem; but if they prefer to vote
only the required 5 mills, or to permit the county court to make the
levy for them, the balance will^ be made up as follows :

1. From special district tax, 5 mills on $10,000 % 50

2. From general fund of the county to special fund of district 65

Total $115

Thus is the $300 guaranteed and thus is it provided.
In this way is the State of Oregon attempting to improve oppor-
tunities for her rural girls and boys. She has made great improve-
ment during the last quarter century in both city and rural schools
and it is certainly gratifying to know that we are year by year surely
and steadily progressing.

A Plan for Improving Rural Teachers While in Service

By M. S. PITTMAK, Monmoutli, Oregon

There are two ways by which the rural school may have trained
teachers — first, get them from normal schools already trained, and
second, train them while in service. The first method has failed in
the rural schools of the United States. Sometimes trained teachers
are secured from normals, but in most cases they serve for one year
only and then go to town. The second plan will be slow but will likely
prove more lasting. A recent survey of the United States shows that
32.3 per cent of the rural teachers in the United States have had no
professional training, and a much larger per cent has had but little.
In Oregon the situation is equally appalling. To secure teachers who
are already trained, for all of our rural schools is yet largely a dream.
Let us turn, therefore, with hope to the other possibility.

Outside of the City of Portland there are employed in the State of
Oregon at present, approximately 5,000 teachers, which means that
for every superintendent and rural supervisor employed in the state
there will be from* 75 to 100 teachers working in schools of from first
to third grades. The majority of these teachers have had little or no
professional training. They feel that they must work during the
regular school year. Responsibilities and lack of funds render it
impossible for them to take off the year for professional training.
They can only attend during summer vacations, and train during the
regular year. These are the only avenues open to them for profes-
sional growth. All of this means that the county superintendents must
assume the responsibility of taking their teachers as they are and
developing them into well trained teachers by encouraging them to
make improvement during their vacation months, and by training them
during the regular session. The plan should be comprehensive enough

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ORBGOW TBACHERS MOBITHLY 81

not only to train teachers, but to keep them trained ; in other words,
to provide continued stimulus for professional growth.

Such a system, I believe, was tried out partially last year in a
number of the counties of the state, particularly in Polk and Sherman.
I shall present the plan for Polk county in detail, since it was there
the plan was given first trial. I shall present the plan as if it had been
tried for the entire year, though, in fact, it was not.

The reader at this point of the discussion should cease to think of
the superintendent as an administrative officer and should henceforth
think of him in this discussion as purely a supervisor of rural schools.

(1) During the first weeks of the school year, the supervisor
visited all of the schools of the county to observe the general phases
of the school work. He observed the physical side of the school, the
general procedure of the teacher's class and school room work, pre-
sented to each school the big aims for all of the schools for the year,
noted the general points upon which the teacher needed help.

(2) On this first visit, he divided his county into six zones; each
zone was to be the unit for a week's work. At the close of his visits
to all of the teachers of a zone, he had a meeting of all of the teachers
of that zone, at which meeting he discussed with them the work which
he had observed in their respective schools. He pointed out the good
points which were worthy of imitation, and said little about the weak
spots. He was going to eliminate them by the creative plan of pre-
senting that which was worthy of imitation.

(3) He presented to them the plan of the next six meetings which
he would have with the teachers of each zone, the average number of
each group was twelve. His plan was as follows: 1 — Reading, 2 —
Language, 3 — Spelling, 4 — Geography, 5 — Arithmetic, 6 — Music.

(4) At this meeting, he taught two reading classes for demonstra-
tion purposes. One was a primary class, the other a grammar grade
elass. In this he set up special methods and after class discussed the
principles involved with the teachers. He set forth the general aims
of the subject of reading to be followed by the teachers during the
next six weeks till their next class meeting.

(5) He gave references for professional study on the subject of
reading to be consulted during those weeks while they were specializ-
ing on that subject.

(6) He asked the teachers to take the demonstration which he had
put before them, to practice, experiment with it, with the help of the
material he had recommended, during the next five weeks. At the
end of the five weeks they would send to him their **lesson aims'* for
all of their classes in reading for the sixth week, which would be the
next week he would spend in their zone. With this instruction the
first meeting of the class of the first zone ended, and he went on to the
succeeding zones to do the same thing with them.

(7) At the beginning of the sixth week, or such time as he may
have appointed, he began his second trip. He was armed with the
lesson plans, or at least the lesson aims of every teacher in the zone

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82 ORBGON TEACHER8 MONTHLY

for every class in the subject of reading, for the entire week. A time
was fixed at which he would be at each school. When he arrived, the
subject of reading was taken up — ^the teacher teaching according to
her plans which the supervisor had. He made his notes. She had now
six advantages : First, two model lessons presented by the supervisor
at the last meeting of the class; second, five weeks of practice with
those lessons as examples after which ta pattern ; third, five weeks in
which to study on that particular subject; fourth, she knew exactly
when the supervisor was coming so she might have lived through the
ordeal before it happened; fifth, she had the benefit of hearing this
work discussed in class with a number of people who were doing the
same kind of work, thus robbing it of the personal elements of indi-
vidual conference and criticism ; sixth, she will see some other teacher
of her own class teach a class at the meeting at the end of the week,
by whom she may measure her work.

(8) At the close of the week, all of the teachers of the zone will
meet for conference. Two teachers will teach classes reproducing and
setting forth the methods which the supervisor set up at the last
meeting.

(9) At the meeting at the close of the week, two teachers presented
the two lessons showing that they had mastered the principles. Then
the subject of reading was taken up again for class discussion. All of
the teachers had had their practice, their reading, their reflection, and
were now in position to ask questions that really were to the point. '
The supervisior had had the same opportunity to study , had observed
daily and was in position to direct the discussion with interest and
profit.

(10) At the close of the discussion of the subject of reading, the
supervisor taught two model lessons in the subject of language, set up
principles, demonstrated method, opened it to discussion, and gave
assignments and references for the next study period which pro-
ceeded as before. This routine was followed throughout the year.

(11) The work which has been described was done in the morning.
The afternoon, then, was open to work of a different sort. Two kinds
of work were taken up : First, something of an inspirational or aesthetic
nature ; second, something of an industrial nature such as the Boys
and Girls Industrial Club work, or some local industrial problem.

(12) The meetings were held either at the most convenient place or
moved to the places where the afternoon meetings would be of most
educational benefit. This varied according to the place and circum-
stances. (Map of Polk county will show the natural centers).

Benefits of the System.

(1) It makes of the supervisor an expert methodologist. He eaix 't
help it. He must prepare his lessons carefully before he can present
them before a body of teachers. He must study the sources which he
gives his teachers as references, else he cannot be sure that they AviH

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OREGON TEACHBR8 MONTHLY 83

be appropriate and that the teacher should have prepared the work
which he assigned. He must teach lessons that he prepares for
demonstration purposes as many as six times, which makes it possible
for him to become artful in his work. He is presenting one subject
for observation for six weeks, and observes as a critic at the same
time another subject for six weeks. He holds two conferences with
his teachers on each subject : One to prepare them for their work, and
another to clear up with them any difficulties which they have found
in their own practice. Thus, he spends twelve weeks in thinking and
studying one subject. This gives him an opportunity also of comparing
all of his teachers, thus determining who is strong and who is weak,
and it affords him an opportunity not only to use all of his ability in
making weak teachers strong, but also that of all of the other teachers
in that particular class.

(2) It makes system in the supervisor's work necessary. He must
have certain days for certain things. He is saved all the indecision
and conflict so easily possible in the supervisor's or superintendent's
work.

(3) It makes it possible for teachers to work together in a class
large enough to produce enthusiasm and yet not so large that em-
barrassment is provoked. The classes, too, are of homogeneous nature
— all members interested in the same thing. There is no lost motion,
no dead weight.

(4) The expense of getting to the meetings is slight and the profit
great. The teachers should really be paid for the one day attended
and then required to come.

(5) It is possible for school directors and citizens to know that
professional work is being done. They will not object to the cost
of close supervision.

(6) It makes school meetings of more than local interest possible
in the remote rural districts where they are sorely needed.

(7) Work done in this way might be recognized by professional
institutions and help toward the graduation of the teachers from
college.

There are other reasons, but these will be sufficient to prove the
feasibility of training a teacher while in service, if the proper ma-
chinery is provided.

Supt. A. C. Strange of Baker writes in regard to the September
number of the Oregon Teachers Monthly as follows: **I have enjoyed
very much reading the last issue of the Oregon Teachers Monthly.
The taking over of the paper by the State Teachers' Association is a
very praise-worthy act which should increase the circulation and the
influence of the journal very much."

What you would find in a people you must first put into its
schools. — Humboldt.

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Rural School Department

Edited by MBS. M. L. FULKEBSON, Salem, Oregon

Teachers Exchange.

If you or your pupils would like to correspond with a school in
another locality, send us your address and state your preference for
location of correspondent and we will publish it in a Teachers Ex-
change column.

. • • •

Public School Compositions.

We should like to continue the public school compositions and in
order to stimulate interest we will select from those sent us each
month, the best one written by a boy and the best one written by a
girl and publish them in this deparment. The names of the winners
will be placed on the Composition Honor Roll which will be printed in
each issue throughout the year. Compositions should not exceed 300
words and must be in the hands of the editor of this department by

the first of the month previous to publication.

• • •

The Rural School Library.

Much needs to be done toward placing the needs and possibilities
of the rural school library before the people. Those who have investi-
gated the rural school problem realize the deplorable condition of the
majority of these libraries and are awakening to the fact that some-
thing must be done. What organization directs the work matters not
so much as that the work be done. In any case the rural teacher plays
a most important part in the rural school library and can at least
assist in its general supervision. Realizing this, the rural school com-
mittee undertook as its chief work the preparation of a bulletin on
rural school libraries which should serve as a handbook for the rural
teacher. Mr. Claxton^ United States Commissioner of Education, has
consented to print it and it is now in his office awaiting publication.
This bulletin will consist of a general survey of rural school libraries
in the United States, an article on the organization of rural school
libraries, an article on children's literature, a list of four hundred
books for a rural school library and a selected bibliography on the
rural school library. To provide something which would be concise
and truly a valuable tool for the rural teacher in making her school
library a real factor in the life of the people of the rural community
has been the aim of the rural school committee. — Orpha M. Peters in

Journal of Education,

• • •

Mothers' Day.

In what better way can the mothers' interest be aroused than by
inducing them to visit the school? With an exercise arranged w^ith

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OREGON TEACHERS MONTHLY 85

special reference to them their attendance may be confidently expected
and the stimulus of their presence made available. Their day should be
observed in the early part of the school year, as soon after the opening
as may be, in order to make the most of their influence and co-
operation.

The manner of observing the day may, I think, be safely left to
the teacher, with but a few suggestions: **Omit the military drills so
common in most special day exercises, as they are only too sadly
suggestive, and the dear loving mothers delight not in the pomp and
circumstance of war. Let the exercise be composed of sentiment and
suggestions befitting the mother's loving heart.'* What matter if
Grace, who has been carefully drilled, reads the tenderly pathetic old
poem, **Rock Me to Sleep," the same poem her mother read when she
went to the village school, so feelingly that tears steal down that
mother's cheeks! They are happy tears, induced by a mingling of
pride in her daughter and' a revival of long buried memories of her
own happy school days. What matter if some lonely mother, whose
birdling has flown from the home nest, feels her loss anew as she
hears of *'The Little Boy Blue"? The pang is but momentary, for
even as she sees a mental picture of her darling and **his pretty toys,"
there comes to her a feeling of satisfaction as to

*'What has become of our Little Boy Blue
Since he kissed them and put them there?"

The gleam of mirth that dances over the room after the humorous
selection does not detract from the gentle pathos of such selections as
I have mentioned. Don't fail to enliven your program with a bit of
brightness and humor here and there. Humor is a necessary part of
a true mother's makeup. Well she knows that it is just as essential
to be what boys call a ** jolly mother" as to be a good mother.

At one Mothers' Day that I know of short intermissions in the
program gave an opportunity for several of the larger girls to serve a
dainty bit of refreshments to the vistors who were mothers, '* sisters,
cousins and aunts" of the pupils, in fact, all the feminine portion of
the district. If refreshments be served they should be light, for you
are not feeding a horde of hungry workingmen; you are paying a
courteous attention to your visitors. A cup of cocoa and a bit of
cake will be a delicious treat to any mother if deftly and quietly served
by her own daughter.

Another pretty idea is to decorate your school room with *' mother
pictures." They cost but a trifle, the beautiful reproductions of
famous pictures for sale by the various art companies. First come
the Madonnas, and so great is the latitude for choice here that even
the most fastidious cannot help being pleased. My own choice of all
is the Bodenhausen Madonna with the Sistine for a close second.
Next would come the mothers of famous people. For this series your
old magazines would prove valuable. It will be easy to find a number
of interesting mothers.

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86 OREGOIf TBACHBRS MOWTHLY

Be sure to ask the mothers to remain and spend a few moments
visiting each other and the teacher, after the last childish **good-by,
teacher/' has been said and the whole merry troop is gone. Some
friendships which may prove very helpful to the school may be formed
in those moments.

Although these gatherings should be informal, it will be found safest
to send a few lines of cordial invitation to each one whose presence
you desire. One teacher I know of had the pupils themselves write
and deliver the invitations.

To what extent the day has been observed I cannot say. I think, -
however, that nowhere has the idea received the attention it deserves.
— Lynn Windall in West Virginia School Journal.

• • •

Parent-Teacher Associations.

In writing this article on the organization of Parent-Teacher
Associations I merely wish to give a few plans of organizing the
associations and conducting the meetings, also some of the results I
have observed, hoping that it may aid some teacher in the organization
of an association and thus do some good for her community.

The real purpose of a Parent-Teacher Association is to promote the
welfare of the school and the community^ to bring the home and school
closer together, to form and advance the acquaintance and friendship
of the teacher and parent and also to aid each person in the district
to, **Become acquainted with your neighbor; you might like him."

Some one in the district will have to take the lead in the organiza-
tion of the association; if the teacher is wise she will have some
person do this under her direction, or if she cannot secure the right
person to call the people together for a meeting, she may prepare a
short program for some afternoon or evening and invite the parents
to attend. Do not forget the fathers. The teacher should explain or
have some 6ue explain some of the advantages that may be derived
from such an organization ; if you can secure your county superintend-
ent or supervisor, have either of them give an address on this subject ;
then open the meeting for general discussion. Nothing works so well
as to have the people present talk, and it aids the teacher in that she
will know what her patrons think about this and other subjects per-
taining to the school. If possible to form the organization at this
meeting, do so. If not, select another date and then ask all to be
present; secure some outside speaker, have a light lunch, and then
organize by electing a president, vice-president, secretary and treas-
urer, appointing a committee on constitution and by-laws, one on
programs; and right here, let me urge that the membership be not
held to only parents or teachers, as some of the best members will
not come under either class. The writer well remembers one associ-
ation where the president was a maiden lady of forty years of age,
or over, and another association elected as president a young man of

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ORBGOBr TEACHERS MOWTHLY 87

not over 21, and both of these parties were number one officers and
led their associations very successfully, accomplishing much for the
schools and the communities.

In the forming of the constitution, much aid will be received if
the secretary will write to Supt. J. A. Churchill and secure a circular
he has published on the organization of associations. This circular will
also help in preparing programs from time to time.

Some associations unite with the state association and secure help
in this way. The fee for the state association is 10 cents per member.
Local fees may be set by the members. I suggest a small membership
fee, as this will give money for supplies, expenses of speakers, etc.
Meetings should be held at least once per month and always in the
school house, unless a grange hall or some other building is used for
community gatherings. The school house should be used as much as
possible.

Always try and have a good program and change the plan from
time to time. Have a luncheon at some of the meetings, as men like
to eat, and, as someone has said, ** Every time you eat with a person
you like him better," so, every time that the people of a community
come together and eat, they like each other better and the school
reaps the reward.

Many speakers can be secured at no, or very little, expense, such
as leading people from adjoining towns or communities, city superin-
tendents, principals, preachers, teachers and others from the near
places, also the field workers and members of the State School Su-
perintendent's office, the Extension Workers from the state schools,
the University of Oregon, Oregon Agricultural College, Oregon Normal
School, and many workers from the other schools of the state.

Every association, in order to reach the greatest number of people
in the community, must do something, and in order to do something,
it will be necessary to plan some work for the association to do, such
as some improvements around the school house, grounds or roads of the
community. As long as an association will keep busy it will grow and
wiU not only do much for the school and the community but also for
the entire county and even the state. I have in mind one association
in a district with a two-room school, which held meetings every
month since the time of organization some three years ago. This
same association has aided in the following improvements, besides
many other matters of interest to the community, secured double or
folding doors for the building, thus placing the two rooms in one for
general meetings; had make knock-down seats for the rooms, which
are stored in the basement when not in use ; placed a basement under
the building and fitted the same for a community kitchen, with stove,
cooking utensils, tables, etc.; built play apparatus for the school
pounds; made walks to the school house from the road and to the
outbuildings; secured a piano for the school; helped promote better
roads in the district; secured many lectures for the meetings, and held

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88 OWBGOW TEACHERS MONTHLY

each year an annual picnic, which is attended by people from miles
around.

The influence of this association has reached over the entire
county, has caused the organization of other associations, has used its
influence for the betterment of the schools of the county, and has
even reached out of the county and helped others to do better work.

The writer could mention many associations where play sheds have
been built by their efforts, buildings improved and even new ones
built^ grounds improved, local school fairs held, and above all else,
created a better community.

The tecaher who lends her efforts for the betterment of her
school and the future of the children intrusted to her, will be doing
her duty, and by the organiztion of a Parent-Teacher Association and
carrying it through successfully, will be one of her greatest assets. —

H. C. Seymour, Oregon Agricultural College, Corvallis.

• • •

Contentment.

Contentment is submission to your limitations. It is strength, not
weakness. Do what you can and fret not. Whatever must be is best
for me, is the attitude of the contented mind.

Contentment beautifies character; discontent degrades it. A dis-
agreeable man is both ugly and discontented. Nothing pleases him.
The purring of the cat irritates. The joyous laugh of the boy gives him
a pain. The stirring music of the Pilgrims' Chorus stirs him to wrath.
His grouch is not a habit but a disease. On the other hand a con-
tented person radiates beauty. He speaks in kindly tones. He carries
a smiling face and everywhere he goes he scatters sunshine. He
transforms a crash into a cushion, a bump into an embrace. Life with
him is a matter of shooting the chutes, and bumping the bumps, and
he who can take his thumps gracefully, easily, without mental and
physical friction is contented.

Contentment makes the indifferent man different. It makes the
infirm firm. It wiU not submit to low ambitions or inferior attain-
ments. The indifferent man who has fine capacity but willing to
remain in his ignorance is stupid, not content. He who may be
prosperous but satisfied with mere existence and allows his family to
suffer is sluggish, not content.

A contented person is not heartless but heartful. His heart may-
be broken but never rebellious. He sympathizes with him who is in
the shadow for he often has had sunless days, yet he is loyal to his
better self. He never borrows trouble or loans affliction, but when
they come he does not complain or blame fate bitterly. He strives to
get what he likes, but he likes what he gets. He is as sensitive to pain
as the other man ; his muscles quiver and his soul shudders under grief,
but with features undisturbed he presses on, knowing that joy cometh
in the morning.

Be contented but never satisfied. Be content with what we have

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OREGON TEACHERS MONTHLY 89

but never satisfied to remain on the dead level. Then will the world
be a bigger and better place in which to live. — ^E. J. Klemme, Normal

School, EUensburg, Washington.

• • •

Autumn Leaves Drill.

Seven girls are required. Decorate the stage with autumn leaves.
The girls let their hair hang loosely about their shoulders, wear crepe
paper dresses of bright autumn leaf colors trimmed with pressed leaves
of various kinds and white stockings wound with narrow strips of
cloth the same color as the dresses. The Queen of Autumn wears a
brown dress with more leaf decorations than the others and carries
a wand twined with autumn leaves. The other six girls carry wreaths
of autumn leaves. The wreaths should be large enough to slip over
their heads easily. We found oak and maple leaves made the prettiest
trimming that was available but any kind of leaves could be used.
Instead of using regular march music, have pupils who are not in the
drill stand behind the scenes and hum, whistle or sing (as directions
are given) the song, ** Sweet Summer's Gone Away," the music of
which is found in ** Merry Melodies, " published by P. A. Owen Publish-
ing Co. Any march could be used instead, but the song makes a very
appropriate accompaniment. The movements of the drill are simple
but, with the bright costumes, it is a pretty and effective exercise.

The curtain rises as children are humming softly ** Sweet Summer's
Gone Away." Enter Queen at center of back of stage waving her
wand from right to left. Three girls enter from each side of the
back holding wreaths in front of faces. The girls enter with cross
step — touching right foot on left side, then left foot on right side, etc.,
until Queen stands in center of stage and others form circle around
her. They kneel about her, holding wreaths towards her and sing to
the air of Maryland, My Maryland:

Hail to the Queen of Autumn Days,

Gladdest days of all the year,
The fruits are gathered, harvest's past,

Thanksgiving time will soon be here.
And on the breath of autumn breeze
The leaves come fluttering from the trees.
Oh, soon will come the winter drear,
But autumn days are full of cheer.

Girls rise. (Pupils hum chorus of * * Sweet Summer ' ' twice.) Follow
the Queen, single file, the girls on the left side falling in line behind
their partners on the right side, to front of stage, to left and around
the center back and to center of stage, all with cross-step as before.
Now they take position as illustrated in Fig. 1, holding wreaths in
front of them and swaying them in time to the music while they sing
the first stanza of ** Sweet Summer." In the middle of the stanza they
change positions, taking the position illustrated in Fig. 2, clasping
hands^ thus placing the wreaths in a row and still swaying them to

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90 OREGON TEACHERS MOKTHLY

the music until stanza is finished. As they sing the chorus, they take
the position illustrated in Fig. 3, the Queen standing, the two girls in
front kneeling very low, the next two kneeling low enough to hold

Q
X

XXX Q XXX
X

X Q X

X — X

X X

Pig. 1 Pig. 2 Pig. 3

their wreaths just above the heads of the girls ahead of them, and the
last two girls standing.

Whistle the tune of the verse. Girls rise. Queen leads to right
of stage, girls follow in couples, march around to center back and
Queen goes again to center of stage while the girls march three on
each side of her until they form a circle around her. Sing the chorus
of ** Sweet Summer." The girls hold the wreaths out horizontally,
above their heads and directly in front of them alternately. Sing
second stanza of *' Sweet Summer." During first half of this stanza,
Queen holds her wand up perpendicularly, and girls hold wreaths up
in slanting position, giving sort of umbrella effect with the wand as
the handle. During second half of the stanza the Queen remains in
the center of the stage. . The girls hold wreaths in their left hands
and grasp the right hand of their neighbor, making three couples, and
whirl slowly around twice.

Sing chorus. Girls march in circle around Queen, throwing their
wreaths over their heads as they march, leaving both hands free. As
the verse and chorus is whistled, the girls- march around in a circle
about the Queen, giving '*the right hand to their partner, the left
hand to the neighbor, the right hand to the partner, left hand to the
neighbor" as in the old singing game of '*Pig in the Parlor," but
going around the circle, in manner described above, three times, then
march around the circle in single file once, removing their wreaths
from about their necks. Then they kneel in a circle around the Queen^
holding their wreaths up to her while the chorus of* Sweet Summer""
is hummed softly.

There's a purple tint on the woodland leaves,

And the winds are up all day;
There's a rustling heard in the yellow sheaves
And it seems to sadly say:

^* Sweet summer. Sweet summer,

Sweet summer's gone away;
Sweet summer, Sweet summer,
Sweet summer's gone away."

— ^Written for the Oregon Teachers Monthly by Bertha I, Dunlap,
Eugene, Oregon.

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Grade Teachers' Department

BdiUd tuy SABRA CONNEB, 421 Wait Park Street, Portland, Oregon

Elementary teachers and elementary teachers' associations are cordially invited to send
news items of their activities which would be of interest or value to other teachers to this
department of the The Oregon Teachers Monthly. Address Editor of Grade Teachers' Depart-
ment, Room 300, Court House, Portland, Oregon.

Dr. Scott Nearing, formerly of the
staff of the University of Panna,
and dropped because of his persist-
ent advocating of free speech, and
who later became a member of the
Tniversity of Toledo, stated before
the meeting of the League of Teach-
ers' Associations, a department of
the N. E. A., that the great question
before the teachers of the country
was whether the school systems
should come under the control of plu-
tocracy or democracy. To have a
democracy, to have public control of
public affairs, to have equality, lib-
erty and happiness, we must, he said,
thrust aside the power of plutocracy
by raising the standard of p".hlic in-
telligence to a point where it will
no longer tolerate plutocracy, where
it will stand for the principles of
justice and righteousness. The work
of the teachers, he declared, is to
make the pupil understand that
above all else is needed civic intelli-
gence: Intelligence that will make
the boys and girls the kind of Ameri-
cans that their ancestors were, stand-
ing for equality first rather than
safety first; for liberty, justice and
righteousness, or in other words,
standing for the higher things that
represent democracy, and not for the
lower things that merely character-
ize the visible fleshpots of existence.
« « *

A Recreation Committee has been
appointed by Miss Ortschild, presi-
dent of the Portland Grade Teachers
Association. This committee will
take the place of the former Walking
Committee. More varied recreation.^:
are to be provided than the former
"hikes." Teachers interested in some
line of recreation can apply to the
committee, who will attempt to find
others interested in similar activi-
ties; thus the committee will be a
<*learing house for interesting events.
Horseback riding, visits to historic
places, lecture walks, factory visits,
theatre parties, week-end parties in
the country, tennis, and other activi-
ties have been suggested as the

events to be planned by the Recrea-
tion Committee. The fact that near-
ly every member of the committee is
a Mazama promises some interesting
things for the members of the asso-
ciation. The members of the com-
mittee are: Chairman, Minnie Heath,
Irvington school; Pearl Montgomery,
Verdi Moore, Bessie Rawson, Pearl
Ellis, Alice Banfield, Nelle Crout, Lo-
la Creighton.

♦ ♦ ♦

**The Bulletin," the little monthly
publication issued by the Portland
Grade Teachers' Association, will be
sent tree to Oregon teachers who are
contemplating the formation of a
teachers' organization.
« * *

Mr. George H. Himes, of the His-
torical Society, has contributed some
interesting articles to the "Bulletin"
of the Portland Grade Teachers' As-
sociation. In the September 1916
number the story of the beginning of
fruit culture in Oregon is told. The
following quotation from the article
is interesting: *'In 1839 Hendeison
Luelling disposed of his business in
Henry county, Indiana, removed to
Henry county, Iowa, and established
himself in the nursery business there.
A few years afterward the idea of go-
ing to Oregon revived, and he began
to devise a plan by which young trees
might be transported to Oregon with-
out loss. Then he caused to be con-
structed two especially strong wag-
ons, into the boxes or beds of which
he placed a foot of earth intermixed
with a certain proportion of charcoal.
Into this mixture he planted between
800 and 1000 young trees of vij^or-
ous growth, having been grafted a
year previous, and in April, 18 47, he,
with his son, Alfred, with four yoke
of oxen attached to each wagon,
started across the plains, the father
having the first team and the son the
second. The young trees were wa-
tered from stream to stream along
the way, as opportunity offered and
the precious loads were brought safe-
ly through to what is now the site of
Milwaukie, six miles south of Port-
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92

OREGON TEACHERS MONTHLY

land, without the loss of a tree, the
journey ending on November 20,
1847. A few days later Mr. Luelling
secured a tract of land from A. E.
Wilson, a pioneer of 1842, already
cleared, about a half a mile north of
Milwaukie, upon which he and his
son set out the trees. This lot of
trees was generally known as the
"traveling nursery."

« * *

Several Portland teachers were in
parties which climbed the snow-clad
peaks this summer. Among those
who joined the party sent out from
the Department of Geology of the
University of Washington, July 14,
to study the glaciers of Mt. Rainier,
were Miss Emma Griebel, Miss Belle
Joseph, Miss Winifred Hawley, and
Miss Geballe. Miss Geraldine Cart-
mell and Miss Hallie Bell were mem-
bers of a party which camped for a
week at the timber line on Mt. Ad-
ams and ascended to the summit Au-
gust 10. Miss Alice Joyce ascended
Mt, Hood, August 16, accompanied
only by a guide. Mrs. Cora D. Fraine
was a member of a party which as-
cended Mt. Hood in August.

* * «

Miss Anna Johnson, of Vernon
school, Portland, is chairman of the
League Committee of the Portland
Grade Teachers' Association. Miss
Johnson will be glad to assist by ad-
vice or information any group of ele-
mentary teachers who wish to form
an association. Miss Johnson attend-
ed the meetings of the National Edu-
cational Association and spoke of
"tenure" before the League of Teach-
ers' Association.

* m m

Miss Frances Hardin, of Chicago,
president of the League of Teachers'
Associations, was unanimously re-
elected. Miss Hardin was also elect-
ed a vice-president of the National
Educational Association. Both hon-
ors are a high tribute to Miss Har-
din's ability and character.
« * *

A large number of Portland educa-
tors attended the summer school ses-
sions of the University of Washing-
ton. They were: Emma Barrette,
Frances Barnes, Christine Bergsvik,
Mabel F. Burghduff, Fuller Combs,
Gene Crav/ford, Grace Crawford, Nel-
lie Dickinson, Edna Doyle, Ruth
Dunne, Margaret Ferguson, Edith
I Forbes, Grace Goodale, Marie Gor-
man, Marlin Granning, Gertrude
Nefzger, Anna Neufeld, Margaret Nu-
gent, Lillian Porter, Louise Quilliam,

Marguerite Reagan, Blanche Ross,
Frederick Stauffer, May E. Stephen,
Margaret Sutherland, Queenie Swan-
son, Eunice Townsend, Mrs. Eunice
Townsend. Henry Townsend, Mary
Townsend, Ruth Turner, Clara
Vaughn, Pauline Geballe, Hortense
Greffoz, Laura Hallinan, Rachel Hal-
lingly, Winifred Hawley, Esteile
Hell, Belle Joseph, Jeanette Kenne-
dy, Katherine Kiemle, Constance
King, Marjory Lewis Ettie Logan,
Jessie McGregor, Esteile J. Mclntyre,
Sadie Mclnnis, Grace McKenzie, Ida
Menzies, William Miller.
* * *

One association states frankly a
situation that has also prevailed else-
where: **Previous to November all
employes of the school board were
eligible to membership in our organ-
ization. With such a personnel, how-
ever, the ^association stood for noth-
ing and accomplished nothing. Ac-
cordingly at the annual meeting in
November we adopted a new consti-
tution which limits membership to
class room teachers."

• * * A

The Los Angeles City Teachers"
Club has a membership of almost
twelve hundred. It maintains beau-
tiful clubrooms. It has a mountain
cabin where teachers may enjoy week
ends. It has defeated harmful legis-
lation and improved conditions for all
Los Angeles teachers by raising the
maximum and- minimum salaries.
« * *

The Saint Paul Association has
published a "bulletin' each mouth;
has maintained a library service com-
mittee which has co-operated in mak-
ing the public library more useful to
the schools; it has donated a hundred
dollars to be used for books and pic-
tures destroyed by fire; it donated
funds for the municipal Christmas
celebration; it has donated seventy-
live dollars to assist a woman stu-
dent.

♦ ♦ ♦

The Portland teachers are just be-
ginning to realize that they have in
Portland one of the finest instructors
in Primary Manual Arts, in this coun-
try, in Miss Mary F. Ledyard, the
kindergartener at St. Helen's Hall.
The following teachers have availed
themselves during the spring and
summer of the opportunity of taking
a course of lessons of Miss Ledyard,
and are very enthusiastic over the
work: Edith Alderson, Miss Adair
Claytie Burrows, Nettie P. Berryman'
Mary A. Billings, Lutie Cake, Ollta

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OREGON TETACHBRS MONTHLY

98

Cooley, Miss Dalzell, Miss Door, The-
nie Ei. Draper, Ada J. Farmer, Miss
Francis, Florence George. Freda Gei-
ger. Miss Harris, Ethelyn Harris,
Kate Hickling. Miss Halum, Virginia
Hood, Miss Jennings, Joella Johnson,
Lnella M. Knapp, Ida H. Holmes,
Daisy L. Larsen, Mrs. Maxwell, Fran-
ces Meyers, Willima Monroe, Eugenia
Morse, Jessie Murch, Rozine Epple,
Agatha Grondahl, Carrie M. Ogle,
Bertha Peaper, Lila Rogers, Cora
Sullivan, Paula Schmaltz, Rachel
Smith, Naomi Stengel, Maud E.
Smart, Crilla Shonkwiler, Selma Nor-
berg.

* * *

Does everybody know that the
summer schools of our great univer-
sities furnish recreational courses for
tired teachers who do not feel equal
to the arduous work of educational
courses? The folk dancing classes
are places of mirth and merriment;
one goes in tired and comes away
rested. The tennis courts are popu-
lar resorts and one need feel no tim-
idity at being a beginner; to a casual
on-looker, they are mostly beginners.
The domestic science and dressmak-
ing classes give an opportunity for a
change of labor, which is really rest,
and require very little outside prep-
aration. Then, too, there are the
arts and crafts classes where hand
work, from basketry to jewelry may
be pursued according to one's fancy.

♦ * *

Now that one vacation is swiftly
receding into the past, it is time to
begin planning for next year's. Much
of the pleasure of a vacation lies in
its anticipation; and with the seduc-
tive illustrated literature to be ob-
tained concerning the better known
playgrounds, not only is the imagina-
tion incited to flights of fancy, but
much real knowledge is gleaned, as
well. Some teachers are enthusiastic
over Blue Mountain resorts, others
are equally partial to the shore. Many
teachers who attended the University
of Washington summer school spent
the remainder of their vacation in
our neighboring state and bring back
glowing accounts of its beauty spots,
particularly Mt. Rainier, Lake cres-
cent in the Olympics, and the lovely
Lake Chelan. Others who went far-
ther afield, or whose pocketbooks
-were mora plethoric, toured through
Yellowstone, or its newer rival, Gla-
cier National Park. It is becoming
quite customary to walk through the
latter park; the distances between
hotels and chalets are not great and

to persons accustomed to walking,
the trails are easy and secure. A
pamphlet describing these walking
tours may be obtained at the railroad
offices. No part of the world id so
well adapted to out-door life as our
great West, and no exercise is so
healthful as walking.
* * «

The following Portland teachers
attended the summer school at the
University of California: C. S. Ad-
chison, Eugenia S. Altman, Arthur H.
Babb, Incy A. Baker, Lucile Bracket,
Ella Broderick, Sada Brown, Laura
Cleland, Sarah E. Conway, G. G.
Dewey, Grace Fields, Ray W. Froh-
man, Chas A. Fry, Anna L. Gatley,
Fred Goldman, Delphe Alice Ham-
mond, Marguerite F. Hickey, Anna E.
Holman, Gertrude A. James, John L.
Kerchen, Ethel L. Lawlor, Mary
Florence McCredy, Vivian V. Mickle
Elizabeth Miller, Vivian Nelson, Phi-
la Nicoll, Laura H. Northrup, Grace
Rodgers, Fina Sagorsky, Cora May
Sullivan, Bertha Tuitt Cora I. Wold,
Emma Wold, Abbie Wright, Emily C.
Young, Kate E. Young.
« * «
The following Oregon teachers
were students at the summer school
of the University of California: Ruth
Evelyn Aiken, Roseburg; Rachel Ap-
plegate, Klamath Falls; Harold D.
Aten, Bay City; Aldine Bartmess,
Hood River; Gladys Barryman, Scio;
Frances E. Bragg, Hood River; Kitty
Irene Bragg, Hood River; Alice
Clement, Albany; Will H. Coghil,
Corvallis; Bertha L. Comings, Eu-
gene; Be?sie Courtright, Parkrose;
Peggy Crim, Hillsboro; Elena L.
Crow, Gwendolen; Eva L. Dresser,
MarshfieUl; Pearl M. Eaton, Eugene;
Edith E. Elder, Toledo; Frances C.
Fitzpatrick, Rcseburg; Edna M. Flar-
ida, Corvallis; Myrtle M. Green, Eu
gene; Olive Hand, Salem; Josephine
Kincaid, Beagle; Theresa Kurten-
bach, Evensen; John Jacob Lands-
bury, Eugene; Blanch Landrith, Ban-
don; Geo. A. Learned, Forest Grove;
Cora Ada Lyon, Corvallis; Nellie L.
McAndrews, Klamath Falls; Edna C.
McNight, Salem; Lois Laughlin Mc-
Quaid, Harrisburg; Helen McCall,
Manny, Bend; Mabel Claire Mickey,
Talent; Nell Brady Harber, Mediord;
Laura Heist, Lebanon; Mrs. Belle
Henney, Hood River; Willard W.
Hodge, Albany; Mary A. Hoer, Sa-
lem; Ella L. Hogue, Marshfield; Ida
Elizabeth Howard, La Grande; Mary
Hurst, Jacksonville; Blanch Jeffreys,
Milwaukie; Lily Ann Jeffreys, Airlie;

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OREGON TEACHERS MONTHLY

Myrtle J. Jeffreys, Prineville; Bess
D. Kinter, Medford; Georgia Prather,
Crawfordsville; Lottie Lee Penn,
Lebanon; Ethel lone Rigdon, Salem;
Alvin M. Robertson, Marshfield;
Franc O. Scofield, Eugene; Mary
Helen Smith, Lorane; Sarah Smith,
La Grande; Renel Pembroke Snider,
Cherry Grove; Hazel Martha Stanton,
Hood River; Pearl Adele TuUey,
s Klamath Fallfa; Frank Collins Tay-
lor, Forest Grove; Martin H. Thiels,
Hood River; Grace Margaret Thom-
as, Hillsboro; Herman C. Tschanz,
Medford; Anna Alma Vannet, Hood
River; Norma Lois Venus, Bandon;
Wilma Waggener, Albany; Elizabeth

Wagner, Myrtle Creek; Irraa Whit-
tier, The Dalles.

♦^

> • • • ♦^

Every progressive and loyal >
teacher in the state ought
to be a member of the Oregon
State Teachers' Association.
Membership costs $1.50 and in-
cludes a year's subscription to n
the Oregon Teachers Monthly,
which ranks as the best educa-
tional paper In the Northwest, -
editorially, typographically and
in circulation.

^» ♦ ♦ <

City Superintendents' Department

Edited by GEOBGE W. HUO, McMlimviUe, Oregon

School Items of Interest.

J. H. Pruet is principal of the
Forest Grove high school, succeeding
G. E. Murphy who is teaching in
Portland.

Portland, Ashland, and Baker
opened school on September 4. The
Dalles • opened school on Septem-
ber 11.

School systems introducing the
junior high school organization this
year are Ashland, Medford, and Eu-
gene. The junior high school has
been in operation at Salem and
Albany for one year and at McMinn-
ville for two years.

O. M. Plummer, a member of the
Portland school board, is president
of the National Department of School
Boards.

State Supt. J. A. Churchill has
issued a course of study for the com-
mercial departments for high schools
of Oregon. The course has been
planned by Merrit Davis, head of the
commercial department of the Salem
high school.

Royal Niles, famous Whitman col-
lege half back, will teach history and
coach athletics in the LaGrande high
school.

August Willman, a graduate of
Reed college this year, will teach
physical training in the Marshfield
high school.

James Dodson, principal of the

Dayton school, is principal of the
Scappoose school. George Gabriel
assumes the principalship at Day-
ton.

Jesse McCord, for four years prin-
cipal of the schools at Clatskanie. is
principal of the Terwilliger school in
Portland.

L. L. Summers, the new super-
visor of manual training in the Port-
land public schools, comes from Oak
Park, Illinois, where he has been di-
rector of manual training in the Oak
Park high school.

A. A. Sproule, formerly head of
the commercial department of the
state Normal at Salem, Mass., is
principal* of the new commercial
high school in Portland located in
the old Shattuck building.

Miss Carolyn Everts is teaching in
the James John high school.

The speakers antl instructors at
the Portland Teachers' Institute held
Sepember 1st and 2nd were: Fred-
erick E. Bolton. Dean of the College
of Education, University of Wash-
ington; Edward M. Hulme, Depart-
ment of History, University of
Idaho; Freeman Daughters, Depart-
ment of Education, University of
Montana; Norman F. Coleman, Pro-
fessor of English, Reed College; H.

D. Sheldon. Dean of School of Edu-
cation. University of Oregon; ThoB.
H. Gentle. Principal of Training
School, Oregon Normal School; Mar.r

E. Sutherland, Extension Specialist

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OREGOy TEACHERS MONTHLY

95

in Home Economics, State College of
Washington; Ava Milam, Domestic
Science Department, Oregon Agricul-
ture College; Grace P. Gillett. Do-
mestic Art Department, Oregon Ag-
riculture College; Mrs. Edna Sam-
son, Supervisor, State Normal, Bel-
lingham. Wash.; E. S. Evenden, De-
partment of Education, Oregon Nor-
mal School; Robert Clark, Depart-
ment of Education, State Normal,
Dillon. Mont.; Myrtle Sholtj', Prim-
ary Supervisor, State Normal, Ellens-
burg, Wash.; Effie B. McFadden, Su-
pervisor Normal, San Francisco, Cal-
ifornia.

The city superintendents of the
state of California held their annual
meeting or convention August 24,
3i, and 2G, at Lake Tahoe. Lake
Tahoe is situated on the Eastern
border of the state, and has the
reputation of being one of the most
beautiful spots in the state of Cal-
ifornia.

Walter R. Siders, of Pocatella,
Idaho, has assumed the superinten-
dency of the schools of Ogden, Utah,
to succeed J. M. Mills. Mr. Siders
has been an educational leader in
state of Idaho for many years. He
has been the head of the Pocatella
schools since 1899 and was re-elect-
ed last spring. He will receive $3600
for the first year and |3800 for the
second year.

E. A. Moses is director of the
band and orchestra in the Albany
high school.

There are nine new instructors in
the Corvallis high school. They are
Florence Boden, Clarence Thorn,
Mina Ferguson, June Philpott, Da-
vid S. North, E. H. Reichart, Elsie
V. Moore, C. C. Ruth, and M. E.
Woodcock.

Supt. C. W. Boetticher has worked
out a very interesting salary schedule
for the Albany schools.

County Superintendents' Department

Edited 1>7 CLYDE T. BONNET, The DaUes, Oregon

Xprnial School for Eaiitern Oref^on.

Oregon has but one normal school.
This is located at Monmouth and
most of its students come from West-
em Oregon, but few of its graduates
teach in Eastern Oregon. During
the last five years 203 teachers who
have graduated from the Monmouth
normal have been employed in the
Willamette valley as against 39 Mon-
mouth graduates who have been em-
ployed in the eastern part of the
state. During that same period of
time the attendance of students from
nine Willamette valley counties was
$77 students as against 91 students
from the nine leading counties ot
Eastern Oregon; which shows con-
clasively that the graduates of our
t>ne normal school are secured as
teachers in the nearby schools, leav-
ing Eastern Oregon to secure its
teachers from other sources and not
.«o well trained.

Of more than 6000 school teachers
in the public schools of Oregon, but
13 per cent have been trained in
normal schools for their profession
of teaching. It is a well established

fact that our one normal school can-
not supply the needs^ of the entire
state, as at present Monmouth turns
out only about 10 per cent of the
additional teachers required in the
public schools of Oregon.

Pendleton is ideally located for a
standard normal school, as laid down
by the government reports from the
bureau of education. Geographically
it is the most accessible city in East-
ern Oregon. Twenty-two passenger
trains enter the city each day,
giving service from five different di-
rections. It is supplied with an
abundance of good pure water from
the Blue Mountains, the water sys-
tem recently constructed at a cost of
$300,000. There is a thorough sew-
erage system. Municipal institutions
that will be at the service of nor-
mal students include a first class
public library, just finished at a cost
of $40,000, a beautiful natatorium,
costing $10,000 and the largest ath-
letic stadium in the state, with ca-
pacity for seating 20,000 people.

One of the most important ele-
ments in the construction of a stand-
ard normal school, is that there be

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ORKGON TEACHERS MONTHLY

ample grade students for teaching
practice, and Pendleton has to offer
to the Eastern Oregon school over a
thousand grade pupils for this pur-
pose and the school board of the city
of Pendleton have tendered the same
to the board of regents of the nor-
mal schools of the state. The edu-
cators of the state have unanimously
endorsed the measure locating the
Eastern Oregon normal school at
Pendleton, and it should receive the
endorsement of every parent in the
state, who believes that our children
are entitled to iustruction under the
best trained teachers that we can
secure, and these should be from our
home state. — J. C. Sturgill, Condon,
President County Superintendents'
Association.

coming' school year, and teachers,
school board members, pupils, and
patrons are being solicited to do
their part.

Benton County.

Twenty seven teachers, not in-
cluding the teachers in the city
schools have been issued professional
teacher's certificates, and 111 teach-
ers have completed the reading circle
work.

H. C, Seymour, state leader for
the boys and girls industrial clubs,
has been doing a very effective work
among the industrial clubs of Ben-
ton county, and Supt. Cannon is ex-
pecting good exhibits at the school
fair this fall.

All indications are looking for-
ward to a most successful school
year, school boards have used pre-
caution in the hiring of teachers,
some of the buildings have been re-
modeled, and school conditions in
general have been made better.
Three years ago there were 33 im-
properly lighted buildings in the
county, but during the past summer
Green Peak school district. Bunker
Hill school district, and Wren school
district have remodeled their houses,
leaving but three buildings in the
county with cross lights.

A circular letter has been sent to
the school board members of Benton
county suggesting fumigation of the
building, cleaning of grounds. In-
vestigation of water supply, supply-
ing of needed apparatus, the placing
of out buildings In first class condi^
tion, and urging the loyal support,
first, last, and all the time toward
the teacher. It is the desire of the
Benton county superintendent to
make the school the best possible the

Clatsop County.

This year new school houses have
been built at Vesper, Waluski, Bat-
tle Creek, and Lewis and Clark, and
were ready for use by the middle of
September. A first class union high
school building at Seaside-Gearhart,
will soon be completed and school
opened therein. A union high school
building at Knappa will also be
ready for use about October 1.

At Warrenton a 10-acre tract of
land has been purchased and a new
school building completed at a cost
of about 120,000. It contains eight
class rooms, a large auditorium, a
domestic science room, and manual
training room. The grounds are be-
ing put in shape for an athletic field,
school gardens, and play grounds
and when completed will be one of
the finest school grounds in Clatsop
county. The building is heated with
an oil burner hot air furnace, and
the air Is completely changed every
six minutes by an electric fan. Other
anparatus is being added which will
give Warrenton a finely-equipped
school.

An enthusiastic school officers'
meeting was held in Astoria on
August 25. The subjects under dis-
cussion were school district boun-
daries and special district tax. Ad-
dresses were made by Judge T. S.
Cornelius, Sheriff J. V. Burns, Supt.
O. H. Byland, District Attorney C.
W. Mullens, Assessor F. P. Leinen-
weber. Commissioners John Frye and
K. F. Johnson. At the close of the
meeting the county school superin-
tendent was instructed to appoint a
committee of nine composed of school
officers whose duty it was to care-
fully study conditions with reference
to burdensome taxation on the part
of some districts, amounting in some
cases to 18 and 20 mills, while in
others three-tenths mill was suffi-
cient and also to investigate district
boundary conditions. In many dis-
tricts the boundaries are unknown.
there being no record of when the j
districts were formed or what is the
extent of their territory.

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OREGON TEACHBR8 MONTHLY

97

Crook County.

The manual training building at
tiie Redmond union high school is
Hearing completion.

The superintendent's Office has
been very busy in getting ready the
various outlines for the school year.

Quite a number of Waterbury
heaters have been Installed in the
various school buildings throughout
the county during the vacation.

The boys and girls have been very
basy the past few weeks assisting
their parents and neighbors to har-
vest Crook county's largest crop, in
the history of the county.

Supt. F. Thordarson, the new su-
perintendent of Bend, has estab-
lished his residence and has been
working very vigorously for the suc-
cessful opening of the school, Sep-
tember 11. The Bend school will in-
stall domestic science and manual
training departments in the high
school. Bend has voted bonds to erect
another school building of 12 rooms
for the grades.

All schools are supplied with
teachers. Wesley G. Anderson, form-
erly of Jefferson county, will be the
new principal at La Pine. Superin-
tendent P. M. Nash, of the Redmond
schools, has been re-engaged for au^
other year. Superintendent H. C.
Baughman, of the Crook county high
school, and Principal Albert Schre-
der, of the Prinevllle public schools,
will continue in their old positions
for the coming year. G. G. Groves,
of Terrebonne, and Etta James, of
Tumalo, have been re-engaged.

Ihiring the month of August a
good many personal visits were made
to the club members throughout the
county. During a part of this time
L. J. Allen, state club worker, ac-
companied the superintendent in
these visitations. It was found that
in nearly all cases the members
were doing most commendable work.
However, it was found that the work
^ is much more effectively done when
the club leader is active in the good
of the cause. The six members of
the canning club at Bend will give a
demonstration of their work, three
days during the county fair. They
will confine themselves largely to the
canning of such vegetables as grow
in this section, and meats. On all

lines, the Bend boys' and girls' club
has done most commendable work in
their various projects, this summer.

Jackson County.

The schools of Jackson will take an
active part in the county fair this
year. Many cups, medals and other
trophies are offered to schools and
individuals, as inducements to enter
field and athletic contests.

A spelling contest has been con-
ducted in Jackson county during the
past year. The final wind-up will
take place at the county fair. A list
of fifteen hundred words was select-
ed and was used throughout the
county in place of the text book. In
the final contest, this list will first be
used; then the text book. If the con-
testants prove to be too well pre-
pared for either of these, words will
be taken from the Sunday Oregonian
of August 20. The winning speller
of the county will receive a beautiful
silver cup.

Progressive steps are being taken
by several schools in Jackson county.
District No. 88, Sardine Creek, is
erecting a $1200 building. The
teachers' training course is being in-
stalled in the high schools at Gold
Hill and also at Rogue piver. Butte
Falls, which has heretofore had a
two-year course, changes this year to
four years. Mr. Leonard M. Buoy is
principal, with Miss Elsie Wright as
assistant. Eagle Point installs the
first year in high school. District
No. 65, Laurelhurst, starts off with
a four-year course, with Mr. Floris
A. Broomfield as principal and Miss
Belva Walker as assistant. District
No. 3, Ruch, is erecting an addition
to the building and will be prepared
to do high school work. At present
writing a principal has not been se-
cured.

The Medford schools start off with
several changes this year. A junior
high school will be established in two
buildings, the Lincoln and the Wash-
ington. Mr. Hanby will continue as
principal in the former; Mr. Cramer,
a graduate of the University of New
Mexico and of the Denver University,
will be principal of the grades and
junior high school in the Washing-
ton building. A course in music will
be Installed with Miss French at the
head. Miss French is a graduate of
the University of Washington, in
which institution she has given in-
struction in music. She has also had
several years of experience in public

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OREGON TBACHERg MONTHLY

schools. A new course in art will be
directed by Miss Griffith, who is a
graduate of the Newman School of
Art; also a graduate of the School of
Fine and Applied Arts of New York.
She has had several years of experi-
ence in her line of work. A course
in physical training will be installed,
under the dirction of Miss Hunter, a
graduate of the University of Oregon.
Miss Hunler comes very highly rec- .
ommended. Superintendent HiUis
feels that the biggest step that is be-
ing taken by the Medford school sys-
tem is the installation of the teach-
ers' training course. It is planned to
make this one of the best in Oregon.
The work will be conducted by Miss
Winfrey, a graduate of the Normal
School of Missouri; she is also a
graduate student of the University of
Chicago. She has had several years
of experience in directing teachers'
training work, and comes well recom-
mended. The manual training de-
partment in Medford will be
strengthened this year. Mr. Kium,
at the head of that department, wJU
be assisted by Mr. Blakely, of the O.
A. C. The indications are that the
Medford school will take a big step
forward this year.

Marrow County.

The graduating class of the lone
school has presented the school with
a moving picture machine, and ar-
rangements have been completed for
a regular series of educational films.

New schoolhouses will be erected
in No. 9 and No. 48 this fall. Owing
to some delay in selling the bonds of
District No. 29, the new building for
this district may not be built until
next spring.

Professor L. J. Allen and Misd
Helen Cowgill visited several school
districts with Superintendent Notson
about August 1, in the interest of the
club work. They succeeded in arous-
ing much interest. The O. A. C. is
certainly doing a splendid work
through these workers.

The new town of Boardman, on the
main line of the O.-W. R. & N. in the
northern part of the county, is grow-
ing rapidly, and arrangements are be-
ing made to open a school early in
October. Boardman is in the terri-
. tory Included in the west extension of
the Umatilla Irrigation project.

Dan Cupid has not interfered with
the educational interests of this coun-
ty this year as much as he usually
does. Only four of last year's teach-

ers have reported that they have
fallen under his unerring aim; these
are Misses Mary E. Power, Delia
Smith, Anna T. Ferm, and Mrs. Har-
riet Stephens.

Polk County.

Miss Hattie Teats, of Dallas, will
run the Ballston schools.

H. H. Lowe, of Carleton, is to be
principal of the Falls City schools.

Superintendent W. I. Reynolds is
busy with fair and institute pro-
grams.

From present indications, the chil-
dren's part of the Polk County fair
will be good.

Floyd D. Moore was elected as su-
pervisor for the coming year. He has
the initiative and will make good.

R. G. Dykstra has resigned the
high school work at Perrydale. He
had a very successful year there.

E. H. Hendrick has been elected
principal of the Monmouth high
school. He comes highly recom-
mended.

Superintendent W. I. Ford of the
Dallas public school is well pleased
with his corps of teachers. He has
several new teachers as some of the
old teachers have married and one is
with the troops on the border.

Sherman County.

The Rufus school has two teachers
this year end is offering one year of
high school work. C. L. McCarthy is
principal of the school.

District 21, known as the Fairview
school, has built an up-to-date school
house since school closed in the dis-
trict last May. Miss Myrtle Sawyer,
who taught in the same district last
year, is the teacher this year.

The Kent school has added another
teacher this year, making three alto-
gether. This school also has added a
year of high school work to its
course. This district is building a
new $7000 school building, which
they hope to have completed before
winter.

The Wasco School district, which
is the largest district in the county,
is erecting a |2 5,000 school building.
When completed, this building will
furnish ample room lor all pupils
who desire to attend the school. This
building was made necessary, largely,
as a result of the county high school
tuition fund law. The outlying dlah

Digitized by VjOOQIC

tricts crowded the school to such an
extent last year that more room was
absolutely necessary.

The Sheiman county schools began
the year's work during the month of
September. Every school in the coun-
ty is now in session. There are thir-
ty-one schools employing forty-eight
teachers. Five of these schools are
in town oistricts and employ from
two to seven teachers each. The oth-
er twenty-six districts, employ one
teacher each. Of the forty-eight
teachers employed for this year, each
one has either had special prepara-
tion for the kind of work he or she is
to do, or has had one or more years
of successful experience as a teacher
in this stale. Eight of the number
are graduates of standard colleges or
universities; two others are gradu-
ates of non-standard colleges or uni-
versities containing some provisions
for teachers' training courses; seven-
teen are graduates of standard nor-
mal courses; four are graduates of
elementary normal school courses;
thirteen others have had successful
experience in the school rooms of this
state previous to this year, and most
of these have had one or more years
of college or normal school work; the
four others are graduates of stand-
ard high school teachers' training
classes last year. With a trained
teacher in every school room in the
county, much is expected from cur
schools this year.

01UB€K)lf TlBACHBRg MONTHLY

99

Union Ckmnty.

November 1, 2, and 3 are the dates
set for the big Eastern Oregon meet
of teachers and a splendid program is
being prepared.

Union County schools in general
were in motion on September 4 — I.a
Grande, Cove and a few rural dis-
tricts, however, began on Mondav,
September 11.

La Grande, Union and Elgin ar^ to
have new city superintendents this
year. Linden McCullough is the new-
ly elected superintendent of La
Grande. E. E. Arant is to be the
head of Union school, and A. E. Claw-
son, of the Elgin schools. All these
men are actively engaged in putting
everything in shape for a splendid
school year.

A. C. Hampton will be La Grando'g
new high school principal. L. E.
Reese, formerly of Oak Grove will be
in charge of the Pine Grove school.
Mrs. Emma Temple, formerly of tine

Grove, will be in charge of the
Grange Hall school. R. E. Borneman
and Miss Bessy Stoddard will conduct
the Perry school.

A fine, new, modern, up-to-date
school building is nearing completion
at North Powder. A new one-roomed
school building is being erected in the
Hot Lake school district. Kamela
expects to have a new building soon,
to be used for children's play room
during the long deep snow of winter,
at the summit of the mountains, and
also to be used as a community hall.
Hilgard is now an up-to-date stand-
ard school, having made substantial
and attractive improvements. In fact,
the school boards are everywhere co-
operating with teachers to make bet-
ter conditions.

Waeco County.

Nearly all of the schools of Wasco
county were in session by Monday,
September 11.

The annual institute for Wasco
county was held on Monday, Tues-
day and Wednesday, September 18,
19, and 20, in the new high school
building at The Dalles.

Since March 22, 1914, when the
first Industrial Club in Wasco coun-
ty was organized by Mr. L. P. Har-
rington, industrial field worker,
working from the office of the super-
intendent of public instruction, in-
dustrial club work has been an essen-
tial part of the school system of Was-
co county. It is estimated that the
boys and girls of Wasco county
earned in the year 1915 in prizes
and otherwise about |2000 in money.
According to the best information
that the county superintendent is able
to obtain, three-fourths of this money
was wasted. To teach boys and girls
how to earn money and not teach
them how to use it wisely, is a sin.
Believing extravagance and the un-
wise spending of money to be our na-
tional curse, the "System Bank Way"
has been adopted as an essential part
of the school system of Wasco coun-
ty. The object of this savings bank
system is to teach thrift to the boys
and girls who are growing up. The
teachers are required to give one rec-
itation period of each week to the
teaching of this mo»t important sub-
ject. The lessons for their use are
prepared and sent from the office of
the county superintendent. Fifteen
lessons will be prepared and taught
during the first half of the school
year and fifteen lessons ^\^U,iJi>e

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100

OREGPy TBACHBR8 MONTHIjY

taught during the second half of the
school year. This system secures the
eo-operatlon of the home, the school
and the banks and this co-operation
l8 absolutely necessary in order to
make the savings bank system per-
manently successful and of real edu-
cational value. Enough lessons are
Bent from the office of the superin-
tendent for each teacher and each
pupil in the public schools of Wasco
county from the youngest to the old-
est. The following Is the first lesson
to be taught in every school room in
the county:

"Out of one hundred average
healthy young men selected by one
of the leading insurance companies
years ago, twenty-five years later
four were rich, one was wealthy, six-
teen were supporting themselves by
days labor, sixteen were dead, and
sixty-three were dependent for their
support upon friends, relatives or
charity. The above statistics are
furnished from memory and I cannot
vouch for their correctness. How-
ever, the lesson is the same.

"^According to statistics gathered
by the United States National Bank
of Portland, Oregon, 97 per cent of
men meet with reverses between tne
ages of forty and fifty, and at sixty
years of age 95 per cent of men are
dependent upon their children or
charity because they saved nothing.

"The 'saving habit' leads to happi-
ness and comfort; the 'spending hab-
it' leads to misery and want. Will
you practice the self-denial that de-
velops character and results in happi-
ness or comfort, or will you seek the
pleasure of the moment and build for
yourself a future of wretchedness,
misery and poverty?

"The greatness of a nation is meas-
ured in terms of efficiency, thrift and
economy, and so important is the ac-
quirement of these traits, that a sav-
ings bank system has been adopted
as an essential part of the public
school system of Wasco county. This
system is one which secures the co-
operation of the home, the bank and
the school. The co-operating banks
in Wasco county are, French & com-
pany, bankers. The Dalles. Oregon;
The First National Bank, The Dailes,
Oregon; Johnston Brothers, Bankers,
Dufur, Oregon.

"Under this system the pupil has
his own little savings bank and does
his own business directly with the
bank of his choice. Cards of intro-
duction may be secured from either
of the three banks mentioned or from

the teacher. This card of introduc-
tion, after being filled out, must be
taken with ten cents to the bank.
The pupil will then get a savings
bank, into which go the pennies,
nickles, dimes and quarters which he
wishes to save. As soon as there is
one dollar in his savings bank, he
takes it to the bank, where it is op-
ened by the cashier and he is given
credit for the amount in his savings
bank together with the ten cents
which he deposited at the start as an
evidence of good faith.

"During the coming year one reci-
tation period of each week will be
given to teaching the subject of
'thrift.' Material for these lessons
will be sent from the office of the
county superintendent. It will be de-
termined in an open class how many
pupils are savers and how many are
depositors, according to the adopted
definition of these terms, to-wit:
Saver — ^A pupil who has (1) adopted
the plan Systematic Saving; (2) ap-
plied for and received a System Bank
from the savings bank of his choice;
(3) who regularly puts aside in his
System Bank one cent or more each
week; (4) who reports promptly at
the close of each month to his teach-
er his weekly savings and also his
Savings Bank deposits. Depositor —
A saver (1) who has attained to the
point of having a savings bank ac-
count; (2) who adds thereto by fur-
ther deposits as rapidly as one dol-
lar as accumulated."

Yamhill County.

- The new buildings at Cove Or-
chard and Bellevue will be ready for
occupancy at the opening of the
autumn term.

A number of new heating plants
have been installed during the sum-
mer vacation. Those already in use
in the county have given splendid
satisfaction.

The people of No. 67, Panther
Creek district, about s^x miles west
of Carlton, are talking of erecting a
new building this fall. The old one
was built twenty-six years ago last
June.

The annual teachers' institute will
be held in McMinnville December 4,
5, and 6. The dates are arranged for
the entire state by a committee at
the convention of county superin-
tendents, and the schedule is made
so that the state superintendent can
attend each one jas^^aj^, fts he can

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OREGON TBACHgRg MONTHLY

101

spare the time; hence some counties
must have later dates than others.

James Dodson haa resigned the
principalship of the Dayton schools,
which he has served so long and
faithfully, and will have charge of
the schools in Scappoose. For more
than ten years he has been in control
of the work in Dayton, and when he
was elected to the city superintend-
ency of the Newport schools 2 yearb
ago, the people of Dayton petitioned
Mm to remain with them. Their re-
gret at his resignation is as great
now as it was then, and they will feel
Ms loss keenly.

No. 43 had the honor of ring-
ing the first bell of the season, as
school opened in that district Mon-
day, September 4; Miss Marie Vin-
zellberg is in charge. On Monday,
September 11, Miss Ruth Westerman
opened her first term at No. 19,
Moore's Valley, and Miss Ruby Alex-
ander at No. 82, Deer Creek. Many
schools began on September 18,
among which was the McMinnville
schools. No. 39, Mt Richmond,
northwest of Yamhill, and No. 58,
The Beehive, west of Willamina.

The people invNo. 21 have just ex-
perienced a similar loss, as Miss Lola
Knns has accepted a high school po-
sition in Oregon City. Miss Kuds
has been in charge of the high school
department in No. 21 for four years,
and has given excellent satisfaction,
and the condition of the school is
such that the patrons may well be
proud of it. As principal of the
school, her control and influence has
been everything that could be de-
sired, and the regret at her resigna-
tion will be universal. Miss Mildred
Bodle, who has during the same
length of time had charge of the
lower grades, will rejnain in the
school. Her services have also been
very satisfactory, as is evidenced by
her repeated re-election.

The Annual Teachers' Round Ta-
ble was held in the county court
house in McMinnville during the
week beginning August 28, and con-
tinued five days. The following
teachers were present: Dotsie
Reeves, Grace Duran, Ruth Wester-
man, Helen Milne, Ruby Alexander,
Hazel Scott, Frieda Dell, Ethel Ecks,
Mary Wilcox, Charles Booslnger, Ber-
nice Deach, Luann Hiatt, Jessie Had-
ley, S. W. Babcock, Glenn Ladd, Hul-
da Parr, Margaret McCoskey, Mar-
garet Benfer, Ferris Drill, Ethel
Jackman, Eleanor Warner, Icy Bry-
an, Mabel Curry, Eva Alfrey, Mabel

Bond. Many of these teachers were
present at each session, while others
attended only part of the time. The
first day was given to a discussion of
plans for opening school, school man-
agement, reports, and many other de-
tails connected with the general man-
agement of school affairs. The re-
maining four days were taken up
with a discussion of methods for
teaching the various branches taught
in the grades. Nearly all of one day
was devoted to methods in reading in
every grade, including instruction in
phonics. The importance of this
branch was emphasized, as it is in-
deed the foundation of the entire
school curriculum. Nearly one and
one-half days were spent on methods
in arithmetic, paying special atten-
tion to primary work, and the work
of teaching fractions. Primary geog-
raphy, primary spelling, primary lan-
guage work, history, and physiology
received their due share of attention,
while the work in the higher grades
was gone over carefully also. Meth-
ods in grammar intended to teach
the pupil from the standpoint of
observing the language for him-
self were given, and plans for allow-
ing the pupils to assist in the work
of correcting their own compositions
during the recitation period were dis-
cussed. Picture study occupied a
prominent position on the program,
and almost every teacher in the class
presented a picture during the class.
Opening exercises were quite freely
discussed by the class, and the pre-
vailing opinion seemed to be that the
teacher should take up a very little
of the school time in reading to the
pupils. It was held that a small
amount of it might be done in order
to- teach them what to get from the
books read, and to interest them in
reading, but that it is unwise to de-
vote much time to the exercise. The
opening exercise time was thought to
be the best time for the presentation
of pictures to the pupils, as it was ap-
propriate for that period, and pre-
vented other time from being taken
from the regular studies.

Clubbing JList.

On another page will be found a
clubbing list, and teachers who d#
not wish to wait until institute time
to get subscriptions should send dl-

^«if^i?i^^^*^i",^® ^^ Oregon Teachers
Month y at Salem, so as to get their
educational papers started early la
the school year. ^

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Getting in Personal Touch with the Big Girl

By EMMA BXTBTEB, Portland, Oregon

Getting in personal touch with the
girls of the upper grades is often not
BO much a problem as an accident.-
When I taught by first little school
In Eastern Oregon I had no idea
that children could not be considered
In herds but as actual individuals,
just like grown people — each with
his own ideas and viewpoint. That
the growing girl was an especially
peculiarly constructed creature had
never occurred to me — possibly be-
cause I had so recently emerged from
that period myself that I had not yet
reached a distance for a perspective.
But I did know that poor neglected
Mary was lonesome, and since she
had no mother and lived with a
sister-in-law who "didn't care espe-
cially for children," I tried to give
her some of the personal attention
and affection that she so craved. She
had missed so much that it was easy
to make her happy, and happy she
certainly was.

In the next school the first to
arouse my compassion were two sis-
ters who were not "quite right"
None of the other boys and girls
wanted them at their parties, and
the girls were bright enough to feel
this. It made one's heart ache to
tee the wonder and pain in their eyes
when they were not bidden to a
frolic. One day when the younger
fl^rl was in an exceptionally bad
mood, her mother called me in to
see if I could get her to respond to
me. I had "Tom Sawyer" in my
hand, and not knowing just what to
do, I began to talk about the book
and to read to her. At first she
gave me the attention due "teacher,"
but soon she forgot her sulks in the
interest of the story. At supper she
was full of "Tom," and I had to
continue reading so the others could
hear It, too. The older girl was
struggling with her music, and a
little help now and then made her
gratitude fairly pathetic. The fidelity
and affection these two girls lavished
on me would have been irksome, to
say the least, but their mother's
unspoken gratitude, and the girls'
pride in having a "chum", more than

repaid me, and when I left, their
grief was as sincere as it was noisy.
A family of five children with no
mother would arouse any one's in-
terest. The oldest girl was twelve
and played housekeeper and mother
to the rest. All of their pent-up
affection was poured out on their
teacher. Who could resist them,
especially when the baby, one day
just before school closed, climbed up
on the rounds of my chair and put-
ting his moist little hand against my
face, whispered, "Sweetheart!" and
with a crimson face scampered out
of the door?

These experiences began to open
my eyes to the larger opportunities
of a teacher, and it was with regret
that I accepted an appointment to
the city. I had been told that individ-
uality counted for nothing there, and
that the children had so many
amusements that the teacher rarely
came in personal touch with the chil-
dren. I should like those people to
hear more. Here I came to the
knowledge that there were so-called
"bad" girls. My first encounter was
with Majrme — an over-developed,
tempestuous girl of sixteen. At the
close of one terrible day she slapped
me. I stood speechless, trying to re-
call what the rules said in regard to
such conduct — for I was new, and
had studied that little gray book
carefully and knew that under no
circumstances was I to lay hands on
Mayme, but the board had evidently
overlooked making a rule forbidding
Mayme to lay hands on me. I was
still undecided when she suddenly
flung herself on her knees and
opened her mouth and wailed loud
and long until the janitor came to
see if I needed help. After that no
dog could have been more faithful
and obedient, and although some
may object to the force of this per-
sonal contact with the pupil, it had a
lasting effect on Mayme as long as
she remained in school.

In the sewing class the appropri-
ateness of dress is so easily discussed,
and Millie, who had come to school
with the appellation of "bad" firmly
tacked to her name, profited thereby.
She had a sweet smile but a little

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ORBGOjr TBACHBRg MONTHLY

103

demon in her eye that belied the
sweetness. She would be as annoy-
ing as she dared — and she dared a
great deal — but through it all appear
perfectly innocent. One day she ap-
peared in an especially daring waist,
and gave the girls a look that said,
"Now, watch." Of course, neither I
nor the sewing teacher admitted Mil-
lie's badness, and casually began
speaking of an older girl who was
Tery popular and mentioned her neat
clothes as one cause of her popular-
ity. Millie became uncomfortably
warm and fidgeted in her chair. She
did want to be popular and her early
efforts had not been very successful.
The next day she wore a neat, girlish
dress and a much subdued air. When
she left school, although she was by
no means a model of perfection, she
said she "hated" to leave because
she had always been treated "white."

The "Cosmopolitan" can hardly be
considered suitable reading for girls,
and when T saw one on a girl's desk
I asked her if I could not have it
daring the noon hour. In place of it,
I gave her "Little Women" from the
classroom library. In a few days
she returned it and asked for more
like it I casually handed her the
borrowed magazine. She flushed and
pasked it into the waste basket
without even a sigh for the un-
finished thriller by Robert ChambeFS.
Later she asked" for a library card of
her own and after browsing about in
the children's room to her heart's
content — although she was fifteen —
she emerged with Grimm's Fairy
Tales under her arm. Her eyes shone
like stars and she felt that she- had
made as big a discovery as Columbus.
She was carrying her new Ideals
home, too, for when a book fell due
at the school library one day, she
asked to have it renewed so hei
mother could finish reading it out
loud to the children, and a neighbor
wanted it after her.

During all this time a real friend-
ship began to develop almost imper-
septibly at first, and now it is in
the order of the day for one girl to
ask how she should have her new
dress made, or another to come with
a story of her quarrel with her chum,
or the numerous other little things
that count for friendship, and out of
the accidental interest in the girls'
Affairs hai crown something that is
vorth a grea^. deal more than words

can tell, and I feel that from this
personal contact I am gaining much
more than the girls who have come
to me.

To Young Teachers.

1. Keep a stiff upper lip.

2. Speak in low but firm tones.

3. Do not scold or nag.

4. In determining punishments,
consider the home life and training
of the child.

5. "Let not the sun go down on
your wraih."

6. Hang a thermometer in the
schoolroom, and mark the tempera-
ture often.

7. Study every lesson you are to
teach, and let every step of it from"
beginning to end be clearly before
your mind.

8. If possible — and it should be— -
teach without a book in your hand.

9. Before you begin the year's
work, arrange a course of reading
for yourself, and follow it faithfully
until you finish. This course should
include one or two books on teach-
ing, and several in general literature
— prose and poetry.

10. Reserve some time each day
for recreation.

11. Make yourself useful in the
neighborhood in furthering e/ery
work which tends to elevate the peo-
ple.

12. Write something original. If it
be but a paragrah, every day. — West-
ern School JournaL

The Curry county institute was
held at .Gold Beach, September 7, 8,
9. The instructors were H. C. Sey-
mour of Corvallis and J. Teuscher of
Portland. They were assisted by
local teachers.

Every progressive and loyai
teacher in the state ought
to bf( a member of the Oregon
Stato Teachers' Association.
Membership costs $1,50 and in-
cludes a year's subscription to
the Oregon Teachers Monthly,
which ranks as the best educa^
tional paper in the Northwest,,
editorially, typographically and ;
in circulation. ^ '

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The Model or School Store

By MBS. IBENE SFENOEB, AflliUuid, Oregon

The Model or School Store is prac-
tically a new idea. It has been estab-
lished in some- of the eastern states
for the past five years. Portland,
Oregon, schools are using it and find
it of immense value to them. So far
as I know the little store that we
started in our two room country
school, November, 1915, was the only
other one in Oregon. To quote from
the Educational Foundation Maga-
zine, "like many another institution
all its possibilities have not been
realized." On first thought we are
ajpt to think of the school store as
functioning only in arithmetic, but
there its usefulness only begins. In
using it In connection with arithmetic
we find it of great value in drill on
each of the four fundamentals. But
as practical as that is the learning to
make change quickly and accurately,
learning the value of goods, how to
make out bills, write orders and even
how to go into a store and order a
bill of goods whifch we know so many
children and grown people are timid
about doing.

In language work the children will
be most interested in writing essays
on wheat, rice, raisins, and many
other things found on the shelves of
the store, and in writing letters to
friends describing the store. The con-
versations used between the mer-
chant and the customer is a fine
language drill.

Geography and history also come
in for their share. The children like
to travel from one country to another
and get goods from this place or that
or trade and study the conditions un-
der which the goods are grown and
prepared for market.

Even spelling words are profitably
taken from the grocery shelves.
These are only a few of the practical
values of the school store. I do not
think neatness, cleanliness, polite-
ness, and orderliness should be left
out.

I am sure that you will agree that
it is a good thing, and now the quee-
tion arises, how can we get it? From
our experience the quickest and best
way Is to go into a grocery store, tell
the merchant your business and go
to looking on packages of different
sorts of goods for the addresses of

the factories. We thought it best to
confine our stock to our home state,
but before we were hardly aware of
the fact we were receiving goods
from ad far away as New York. It
will surprise you how willingly the
manufacturers send you their dummy
packages and cartons. When writing
we requested them to be billed to us
the same as real goods; the reason
will be explained later. Do not over-
look the local manufacturers. Teach
the value of buying at home. Toy
money can be gotten from any school
supply house. We bought ours from
Milton Bradley company, $300 for 60
cents.

After the goods are ordered it will
not take long to fit up the store. We
were crowded for room so necessarily
our store was small. We used a bpace
3 feet by 6 feet in the back of the
primary room, and put up the shelves
using 4 feet 8 inch boards over a 12
inch base and the counter (made out
of a 12 inch board 6 feet long and
covered with oil cloth) was set about
2 feet in front of the shelves. The
children will be anxious to do all the
work they can and more. The only
expense in our store was for the lum-
ber, scales, and toy money.

By the time our store was ready
and we had decided on a cipher word
to use in marking the goods, the
goods began to arrive. The seventh
and eighth grades took charge of the
bills, checking and marking the goods
so as to make a certain per cent
profit. The fifth and sixth grades
unpacked the goods, and grades, one,
two, three, and four put the cartons
together. Grades four, five, six, and
seven marked the different lots of
goods under the supervision 6f the
eighth grade. Empty grocery cans,
boxes, and bottles were brought from
home. Use originality in supplying
sand for sugar, berries for coffee,
leaves for tea, rice, and other things.,
In this way every child had an inters
est in the school store and it kept
increasing all the tlmO.

Then came the f uh that the chil
dren were looking forward to witl
very little patienco and a whole lot d
interest — ^to be really keeping store
Every teacher will hare to Work onJl
her own problem according to he]

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105

pupils as to how to conduct this. We
were inexperienced and consequently
took some time and thought to know
hov to direct the children. We were
particular on these points — that the
child be the merchant or the cus-
tomer in talk, manner and actions,
and that the bills made out were al-
ways correct or corrected as soon as
possible (when we had no billheads
the children made out their own by
ruling their paper), that the correct
change was given out as the clerk
should do it, and that the customer
count her change when she received
it As the customer left she was
aJlowed to take her goods with her or
to order them delivered.

Of course the first grade could not
play store to any great extent, but

they learned to tell the pieces of
money and some learned to count it.
One interesting game played with the
money is to have some one select sev-
eral pieces of money then say, "I
have 32 cents," or whatever the
amount, then say, ''In how many
pieces is it " The one guessing cor-
rectly gets to take the leader's place.
The parents became deeply inter-
ested in the store, and noticed the
interest the children took in the home
buying and the increase in interest in
the school in general. It is not dif-
ficult to secure the co-operation of
the parents or board in installing a
school store because every one real-
izes the practical value that the chil-
dren get from it, especially the ones
who live out in the country and sel-
dom get to a store.

The Newspaper in the Home

By BICHABD B. SWBH80N, Mdnmonth, Oregon

All are interested in seeing that
the young bride and groom get a
right start. The real estate man
wants to supply them with a home,
the furniture man wants to furnish
it, the hardware man would equip the
kitchen and pantry; the meat man,
the grocer, the dry goods man are all
interested. Likewise the newspaper
man stands up to assert that one of
the first things a young couple, about
to set up housekeeping, should do is
to subscribe for the newspaper.

The newspaper is an important
adjunct in the home. It is one of the
things that distinguish the abiding
place of man from the residential
places of livestock and poultry. All
of these must have ministry to the
physical body but their lack of abil-
ity to assimilate that which feeds the
mind and character is what puts the
animal on the lower plane of exist-
ance.

The newspaper brings you in touch
with your neighbor, whether on the
next block or on the other side of the
world. It brings the people of the
earth to your hearthstone. Through
its medium you become acquainted
with the record of the activities of
mankind, the progress of civilization,
the achievements and horrors of hu-
manity, its glories and its miseries.
You may sit in your easy chair and

read of the happenings of a few hours
before on the battlefields of Europe,
within the halls of congress, the lab-
oratories of science, the courts of
law. Or you may read of your neigh-
bors in the more intimate relations
you hold with your fellows, the wel'
fare of personal friends and acquaint-
ances, their successes and disap-
pointments; all those activities of
fraternal intercourse which mark the
difference between a modern home
and a hermit's habitation.

When you have finished reading
the newspaper it is still useful. It
can serve a hundred household pur-
poses, from kindling for fires to cov-
ering for cupboard shelves. It is reas-
onable in price also. Perhaps a
thousand men have worked on it
from pulp to the time it is delivered
to the newsboy, yet sells for the price
of an egg that one old hen has manu-
factured, or a bunch of radishes, or
a fraction of a pound of sugar. Of
all the food you buy for mind and
body the newspaper is the one that
returns the most for the money.

The modern newspaper is co-oper-
ation worked down to a science. If
a similar efficiency and team work
obtained in the production of bread
and butter you would hear no more
of the high cost of living.

The public necessity of the news-

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106

OREGON TgACHB?R8 MONTHIilT

paper is recognized and because of
this it has obtained important conces-
sions. The newspaper can be sent
from here to Chicago for 1 cent a
pound while on ordinary merchandise
the rate is 3 cents a pound and on
human beings from 20 to 50 cents a
pound.

I believe the development and evo-
lution of the newspaper has still a
long ways to go. Some day the news-
papers will be published by the
people colletcively, by the govern-
ment, national, state, county and
municipal, and the freeholder will
pay his subscription when he pays
his taxes. This because accurate in-
formation concerning the world's
work and play is essential to the de-
velopment of citizenship.

The newspaper in the home has
crowded the political orator off the
stump. A few years ago the political
spellbinder was an institution. Now
he speaks to empty benches and his
former audience reads its politics in
the newspaper at home. Every one
of the political reforms that have en-
abled the home man to dominate pol-
itics have been adopted through the
influence of the newspaper.

It is the newspaper that helps in
community Interest, that relation
that connects you with your brothers
and neighbors and makes for your
convenience. Team work, that fac-
ulty of merging the Individual for
the benefit of the masses finds a
ready vehicle in the newspaper.

This is a wonderful world with a
wealth of resources put here for the
benefit of ordinary mortals. Civili-
Eatlon is slowly pushing it into the
dense human intellect how these ad-
vantages can be distributed and put
within the reach of all. As an edu-
cating factor, the newspaper stands
•upreme. It penetrates where no
other educating influence can go.

Its importance in the home, goes
without saying. Most of our news-
papers are so cleanly edited that chil-
dren can safely read them. But iiKe
everything else he does, the child
should be taught to read them in the
right way, taught to understand tnere
is something else in the newspaper
but the comic picture. The pictures
are the pickles and spice of the news-
papers and as these are handled at
the dining table the pictures should
be handled in the newspaper.

Some of the boys will read the
baseball reports first and possibly the
society doings will Interest the girls.
These may be the starters but as the

mind develops the taste for other col-
umns will expand and grow. Books
and magazines should accompany the
newspaper and they are all good.
Somehow or other I cannot conceive
of home life which is indifferent to
the outside world and in which the
newspaper does not enter.

Multnomali Goiinty Institate.

The Multnomah county institute
was held at Portland August 31, Sep-
tember 1, 2. The first day the pro-
gram was held at Library Hall under
the supervision of Superintendent A.
P. Armstrong. The last two days
were held in connection with the
Portland teachers' institute, with
general sessions at the Lincoln high
school. Some^of the speakers of the
institute were: J. A. Churchill, su-
perintendent of public instruction;
Edward M. Hulme, University of Ida-
ho; Freeman Daughters, University
of Montana; Norman Coleman, Reed
College; H. D. Sheldon, University of
Oregon; Thomas H. Gentle. Oregon
Normal School; Mary E. Sutherland,
Washington State College; Ava Mi-
lam^ Oregon Agricultural College;
Mrs. Edna Samson, Bellingham Nor-
mal school; E. S. Evenden, Oregon
Normal school; Robert Clark, Mon-
tana Normal school; Effle B. Me-
Fadden, San Francisco Normal
school. This was one of the largest
attended Institutes in Oregon, ^ith
about twelve or thirteen hundred
teachers in attendance.

An Outside OpinkMi.

The following letter has been re-
ceived from Arthur H. Chamberlain,
editor of the Sierra Educational
News, the official achool journal of
the California Teachers' Association:
'*! want to congratulate you on the
progress you are making there in the
state in your, organization and with
the Oregon Teachers Monthly. I al-
ways look forward to receiving the
journal, and I know of no one who is
reaching the rural teacher better
than you are doing. I am hoping to
strengthen our own organization here
and feel sure that you people have
taken some forward steps that may
be a suggestion to us. I shall want
to work in co-operation with you."

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Elementary Agriculture

By L. P. GILMOBE, Monmoitth, Oregon

The Use of the Text.

The fact that agriculture is listed
by our state course of study as a
reading course, seems to have
created a feeling that state require-
ments are complied with once the
pupils have read the text. This is not
entirely erroneous, for were the text
read in the manner in which the
state department desires, the pur-
poses of agriculture in the upper
grades in a measure would be at-
tained. The difficulty lies in the
construction placed upon the term
reading.

If we were to drop, into the aver-
age rural district using "Burkett,
Stevens and Hill's Agriculture for
Beginners/' we would find some-
thing like this: The class reports,
for recitation, reads the lesson aloud
and after little or no discussion is
given an assignment and returned
to their desks. The children being
fairly capable readers complete the
book long before the school term is
ended/so they review, etc. Thla Is
not overdrawn. In fact it is so true
to conditions that the author in con-
BulUtion with an agriculture agent
waB told that agriculture teaching in
the elementary schools is a farce.

What is the cause of this condi-
tion? Obviously there are many
causes, one of which is the fact that
the text is not used properly. Once
we realize that reading is taught to
enable children to grasp the meaning
from the written page, and that the
ebild may grasp it by silent as well
as oral reading, we are on a fair road
to remedying the condition. Agri-
enlture is a thought subject and so
can be taught in part by reading.
But some are still laboring under the
fallacy that reading can only pass as
such when it is oral. They forget
that the main reasons for reading
atoud, in addition to the above, are
to create pleasing habits of expres-
sioB and correct enunciation. Of
oourse some subjects are better
adapted to this form of reading than
others. AgHculiure happens to be
oae which is designed to furnish in-

formation in a rather undramatlc
way, hence is admirably adapted to
silent reading.

Now what does this have to do
with the topic? Simply this. When
the teacher bears the above in mind
she will use the text as a store housts
of knowledge instead of as medium
for expressive display. She will place
a premium on securing the thought
instead of upon "calling the words."
She will make her assignments, and
when the class meets learn by ques-
tioning whether the pupils have se-
sured the thought. The remainder of
the recitation may then be given over
to discussions bearing on the lescon.
How different this from the routine
fashion so frequently followed of
using the recitation period almost
entirely for reading the lesson in
spite of the fact that the pupils have
the thought before they read the
lines. Of course there will be times
when the pupils fail to grasp the
entire thought. At such times in-
dulge in a bit of oral reading during
the recitation period. But always
bear in mind the prime reason for
such reading is to grasp the thought
of the context. Then there is an-
other feature. Once a teacher has
this point of view she will not hesi-
tate to omit portions of the text or at
least to have them studied out of
their regular order. Do not misun-
'derstand me. I am not urging that
any disregard the author's arrange-
ment of topics. I am merely saying
there are times when it is permis-
sible so to do, and that the teacher
who uses the text as a store house
of facts will do that. For example,
this season of the year is practically
the only time we can study corn on
cob. Then if conditions are such
that it is advisable to teach corn in
your district the thing for you to do
is to study corn no matter in what
portion of the text that subject oc-
curs. It happens the assignment
in this case would be pages 69-72,
and the aim would be, to learn how
to select seed corn. To make my
application still more explicit, the

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108

OREGOJf TEACHERS MONTHLY

average teacher would have this les-
son read during the recitation period
and would stress the manner of ex-
pression, and enunciation. The other
type of teacher would likely conduct
a dogmatic lesson — that is, have one
or more pupils reproduce the
thought of the lesson, criticise it,
and then drill. In all prohability
she would wind up the topic by tak-
ing her school some noon to a nearby

corn field and actually select some
seed.

There will be times when bulletins,
pamphlets, etc., will be used to
amplify the text. It will require
effort on the part of the teacher to
weave in such materials when using
the text as Indicated in this article.
'However, the author feels such ef-
fort will make agricultural teaching
much more effective.

The Examination Problem

By A. B. TOLI^FSOK, OorbeU, Oregon

This is a day of revolutionary
change not alone in the physical
world but in the mental world as
well. New ideas, new theories, and
systems are constantly being pro-
mulgated and initiated into prac-
tice. This change in the mode of
thinking makes it necessary for in-
stitutions to make a similar change
in their purpose and method in order
to conform to the new standards
evolved. Nowhere is this fact more
evident and important than in the
field of education. And here we
find our most vital institution. The
school trains the mind and the mind
shapes things.

Many are the educational prob-
lems demanding consideration and
solution and one of those questions
is that of the examination. Indeed
many arguments can and are ad-
vanced both for and against the ex-
amination. The mistake is generally
made in that the merits or demerits
are considered as inherent in the
problem itself. Whether or not the
examination has any value depends
almost wholly upon the teacher. Too-
often it is of a very narrow technical
scope, especially if the teacher is
disinterested or somewhat incom-
petent, which is quite often the case,
the questions are not framed or
worded so as to draw upon the stu-
students thinking or reasoning facul-
ties but rather upon the memory and
to this end that undesirable cram-
ming is conducive. Then education
becomes a stuffing and not a draw-
ing out process as it should be. Oft-
entimes, too, the student, even after
he has entered high school, is re-

garded as a mere child instead of a
reasoning, thinking individual. The
truth of the matter is that many
times he is a keener, clearer thinker
than the teacher and especially so if
that faculty is developed through
use.

To stimulate the student to think
and reason and not memorize should
be the aim of the examination ques-
tion, yet that is not generally the
case. Personally, I do not believe
the examination should be eliminat-
ed until something more substantial-
and profitable can displace it. To
this end I tried a very interesting ex-
periment in my class in high school
physics. I asked the class too weeks
before the close of the term how-
many would rather write a paper ot
not less than a given length upon a
subject of their own choice than
take an examination. All but one
preferred writing the paper so it was
agreed upon.

Now it might be argued that here
was a chance for the pupil to get out
easy but on the contrary they were
all very enthusiastic. The next day
the subjects were all in and ap-
proved and research work in the
library began. Each paper was in on
time and the results were far better
than I had expected. All the papers
were very good. They were neatly
written and In book arrangement,
with introduction and chapters. One
of the first subjects handed in and
a paper of excellent quality was on
"The Molecular Constitution and "W-
bratlon of Matter/' Note that tlie
subject is of no small dimensions. I
shall quote at length from the paper

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OREGOBT TBACHERS MONTHLY

109

to show that nevertheless it was very
ably handled, stimulating depth of
thought. This paper was written by
P. Murray Smith, a boy of 19 years.

INTRODUCTION.

"We are all familiar with the three
most common manifestations of mat-
ter, namely gas, liquid and the solid,
the last mentioned being the most
common to our limited understand-
ing. These three manifestations
positively exist and form the basis
of all the facts we have on matter.

"As we see these three manifesta-
tions on each and every side of us
every day we are led to inquire, what
is this matter? We know it exists
but this very fact makes us all the
more curious to find out the cause
and the effect. If we did not know
that it did exist we would pay no
more attention to it than we do to
the hundred and one things that
exist but of which we are not
aware

"When we stop and consider that
both the solid and the liquid can be
transformed into a gas we realize at
once that there must be some unseen
likeness in their constitution. So
also can the gas we breathe com-
monly called air be chanced into a
liquid thus showing some great sim-
ilarity

Science never steps backward but
is always reaching out for a new
field. Knowing that matter does
exist in and about us we will take it
for granted that the great law of
existance is based on these manifes-
tations of matter. As has been said
before, science never stands still, so
it therefore is quite possible that in
years to come we will discover that
existance is based not on matter but
on some other ground so far away at
present that it can not be imagined."

CHAPTER I.

The Smallest Thing in the World.

"Ever since science has discovered
the existence of a unit of constitution
by the combination of mixtures, the
term atom has been used to express
this unit. With the single exception
of the electron used in the study of
electricity the atom is the smallest
unit known to exist and still retain

any dimensions " (The

balance of this chapter discusses the
molecule and molecular theory).

CHAPTER II.

Exfftlorinc; the Atom at Home.

"Perhaps the most theoretical and
practical consideration in connection
with the study of atoms is the pos-
sibility of isolating a single atom
and actually testing its size. That this
has been done is an admitted fact and
as to the results there can be no
doubt. The apparatus used for this
work is the electroscope which con-
sists of two fine gold leaves. This
apparatus when charged with elec-
tricity, spreads the two leaves apart.
The air being a non-conductor causes
the leaves to remain in this position
until discharged by some foreign
body. In order to get the number
and secure data on which to base
their work, scientists took a known
amount of radium which gives off so
many particles of good conduction
each second. Then by limiting the
number of particles given off to two
or three a second they recorded the
effect on the electroscope. Thus, by
the law of proportions, they can tell
the number of atoms in radium or
any gas simply by the effect of one
or two particles on the electroscope.
Thus we find an instrument whose
delicacy is little less than awe-in-
spiring anc( if this small apparatus
can detect such a fine thing how can
we be so narrow-minded and ignor-
ant of these great laws that we are
led to believe only that which we
see? .... Some idea of the
size of the atom is found in taking
a picture of it. This is exactly what
J. J. Thompson did in 1910. His
method was to let the atom trans-
cribe its own record on a plate and
then reproduce it for the world. This
he did and today we have the pos-
itive proof which tells us some of the
life of a molecule or atom living un-
disturbed. Surely this is seeing the
Invisible and should teach us that all
things may be seen if we touch the
right key and unlock the hidden
power. Just as Sir Thomson gives us
a view of the atom so may we see all
things if we simply know how to
master the law that governs the de-
sired information It

simply is a question of knowing how
and going about that one thing to
win." ,

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OREGON TEACHERS MOyTHIiY

CHAPTER III.
Vibration.

"The statement has been made I
believe that vibration is life. Just
how true this is I do not know but
surely there is no life without vibra-
tion of some kind . . . .vibra-
tion is here, there and everywhere
and is never out of existence. The
only known thing that will stop this
motion of the molecules is the ex-
tremely low temperature of 273 de-
grees C, a degree that has nevet
Deen reached. If it could be reached,
as far as the outside world is con-
cerned, existence would cease at
least in the form that we see it ex-
isting now.

"The art of science has not in-
vented the molecular theory and vi-
bration of matter but merely discov-
ered that such a thing exists. Neither
have the terms used to express these
things any more bearing on the true
law than would the same term were
it in Latin or French. The terms are
simply the grips with which to pick
up things. We may call the vibra-
tion of matter the law but that is
nothing more than the effect. Some
persons think that since the atom is
in motion it is motion in itself. If
this were so and there were no laws
governing motion we should soon be
in a sad state of confusion.

"We do know that the vibration ol
atoms is governed by some law but
what it is we know not. What we
have termed the law Is simply the re-
sult of the unknown law. Take for
example Newton who is supposed to
have discovered the law — g^ravity.
We give him credit and he deserves
it. but did he really find the law or
merely the effect this law has on
matter.

"Personally, I believe there is one
law for all matter and that Newton
did not find it. If the so-called law
of firravity worked on all matter the
same it could be called the law-grar-
ity, but it simply refers to the attrac-
tion of bodies. In other words grav-
ity is not the law but merely a side-
track, a pathway to that grreat law
which governs all matter and every
known thing. Whether you put this
law in the hands of man, God, or the
combination of all physical laws,

makes no difference as to the work-
ing effect of that law. It simply is a
study to see where the key is placed
with which to unlock the secret* and -
furthermore If all things are ma-
terial whether we see them or not,
there is bound to be some master law
over all existence."

Space will not permit to quote
more although there are still, three
chapters together with a conclusion.
In it are such statements as the fol-
lowing upon which to meditate:
"The works of Nature are the re-
sult of her laws." "Elias Howe did
not make the Singer sewing machine
but we have it? How then can we
have things if we stop because we do
not know how?" "All things are
made up of one substance." "In ihis
world we have thousands of thln^
we do not know exist, but just be-
cause they do not exist for us we
cannot deny that they are material.
Such a plan would be folly as proved
by the old hen who hid her eyes to
escape the Thanksgiving dinner.
What she got should be a lesson to
us." "If atoms have not intelli-
gence what is the standard of taste
with which they Judge?" "If you
can find a tool with which to work
you can find the work for which that
tool was made."

Surely It cannot be said that the
average set of examination questions
can or do stimulate greater depth
of thought and more active reason-
ing and thinking. The ideas here ex-
pressed are not those which have
been memorized but which have been
acquired through research and be-
come an active part of the indivldaal.

It is true that not all papers would
measure up to this standard and
some would Indeed be better, still it
seems to me that they would sur-
pass the examination method.

This is but one suggestion which
aims at the solution of the examina-
tion problem, a field in which a
change is bound to come sooner or
later. In closing let me quote af^ain
from the paper: "If a man wishes
for a thing lon^ enough he will need
it, if he needs it long enough he will
attempt to get it or make it, and If
he attempts long enough he will get
it or something just as good. Nothing
can be more logical than that."

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Simplified Spelling

By DE WITT C. OBOI88ANT, General Field Agent

The Esthetic Argument.

There ar a great many people,
whOp when they first see a sample of
simplified spelling, hav an instinctiv
revulsion of feeling against it. They
ar accustomed to something else;
they do not like that which is
strange. For them, the English lan-
guage seems a sacred possession, like
some revered old person, and to so3
thiB in what seems to them a new
and strange garb hurts their feel-
ings. Now if they object to the re-
form on these grounds, there is no
cause for complaint. They overtly
do not like the new spelling and reg-
ister their honest objections on the
basis of a prejudis against such in-
novations. But when these good
people begin to search about for
reasons with which to bolster up
their dislike, they ar prone '.o do
one of two things. They either bring
dishonest arguments to bear, or they
wail at the reformers. For Instance,
a great many of them insist that
language is visual as wel as aural.
Now this is strictly speaking not tru.
Owing to a long course of bad ortho-
grafy, lasting down thru generations
of readers, we English speaking peo-
ple hav got the idea that language is
visual; but the essence of language
is no more visual than the essence of
telefoning is. It progresses by con-
stant accretions from the vast num-
ber of spoken sounds which subtly
permeate the whole linguistic con-
seiusness of the race. We English-
speaking peoples, however, ar so pro-
vincial in our attitude toward lan-
snage that what has chanst to seem
the ease for English during the last
century or so, has come to us to
represent a principle which applies to
all language, especially to English as
we kno it.

Such an attitude would be ridicu-
]iis — and frequently is — where it is
not dishonest. It makes people think
that there is something connoting in
spelling, whereas it is a denoting
process, solely. What givs the word
its associations is ultimately the

varius sentence settings and ideation-
al groupings which it has. Tou may
think you get a bigger thril or hor-
ror from ghost with an h than with-
out, but that is because you hav al-
ways seen ghost and not gost, and
the h, put there by the early Dutch
compositors to represent hard g, has
nothing more to do with the horror
in the word than the n in catalogue,
which was put there in French forms
to represent the san^e hard sound. If
we spelt ghost, gueost, or catalog,
catalogh, the effect would be lost —
which shows clearly that it is not a
principle we ar folloing, but a
chance, a mere fortutius placing of a
letter where it really does not be-
long.

For Instance, a riter in the Bal-
timore World some years back be-
came very indignant at the spelling
challs for chalice. He pointed out
how les religius chaUs lookt, and his
reason was that s (for ce) is so hia-
eus a letter. It bears its hed like a
snake in the gras, and we, according
to this riter, associate it with ser-
pent and sin. How foolish! Do we
not also associate it with son, saint.
Sailor? And how does this serpent
letter look in Jesus, which contains
it twice? Salvation begins with it as
do solem and sweet. So the argument
falls to the ground. It is not the
letter s which is involvd, but our
whole apperception, and in reality
the s Is jufit as good as the ce for
the sight, and better for the sound.

I could go on multiplying exam-
ples like this by the hundreds from
the clipping-file of the simplified
spelling board, and from arguments
which hav been made in my presence.
For instance, how one woman wil
not spel thru because in that spelling
one cannot hear "the full round
sound of the gh''; how another per-
son Insists that honor Is les hon-
ourable than honour, forgetting that
labor is also les labourius than la-
lK>ur; how another tries to tel you
that the c in scythe is there to cut
with! But this is all fancy. The
Chinese, who hav no real alfabet
and therefore cannot spel anything,
hav devised a system of indicating
spelling, very awkward and cumber-
Digitized by VjOOQIC

112

OREGON TBACHBR8 MONTHLY

some and inadequate, which they call
fan tsieh — and I declare our awk-
ward and cumbersome system might
wel be given the same name, fancy!
Imagination for facts, almost-indi-
cation of the sound where a real in-
dication might be given! These ar
the penalties of our present ortho-
grafy and the reward of our con-
servatism: Delay in education, extra

expense in printing, and a train of
evils which vitiates our scool life and
holds our language in the clasp of
ded fetters from the past, fetters
which retard its development, hinder
us in the enjoyment of our poetry,
and in general, break down the log-
ical feeling which should gro out of
the interaction of the spoken and vis-
ible speech.

Hight School Teachers' Department

Edited by HOFKIN JENKINS, Portland, Oregon

High School Teachers Association of
Portland.

Out of a movement originating
among the teachers of Lincoln high
school and tending toward a closer
association of all teachers In the sec-
ondary schools of the city, there de-
veloped during the year of 1914-15
this organization.

To quote from the constitution
adopted at time it was formed *'It
shall be the object of this associa-
tion to advance the general welfare
of the schools, tc» raise the standard
of the profession and to form a rep-
resentative body able to speaV ivith
authority for high school teachers."

The official organization consists
of a president, secretary, treasurer,
corresponding secretary and a vice-
Iiresident and a representative from
each high school. These officers are
elected annually and form the ex-
ecutive board through which most
of the routine work is accomplished.
In the past, general meetings of the
association have been upon call and
usually for the purpose of passing
upon some specific legislation. There
is, however, at this time a consider-
able sentiment toward regular meet-
ings at stated intervals devoted to
programs prepared along profession-
al lines. The membership includes
practically all high school teachers.
The activities so far pursued have
been largely along the lines of n^-

search and Investigation into high
school conditions in other cities.
Growing out of this, there has been
one general recommendation for
change which has been adopted by
the superintendent and fHiicipals.
This is in changing from the decimal
to the literal notation in grading
with the consequent wider latitude
given teachers in promoting or fail-
ing students. This change has met
with the approval of a majority of
the teaching force. This recommen-
dation is In line with what mijrht be
called a definite policy of the asso-
ciation to work toward and further
reduction in the clerical duties of
teachers. There Is a strong feeling
that teaching is a teacher's most im-
portant work and that those things
which interfere with the best teach-
ing just in such measure lower effi-
ciency.

A. F. Bittner of Jefferson high
school was the first president of the
association and was succeeded by C.
Marietta of Lincoln high school. The
present president is from Washing-
ton high school. — C. P. HoUoway,
president.

• • •

High school teachers from all seo-
tions of Oregon are urged to send
material for this department to Prin-
cipal Hopkin Jenkins, Jefferson high
school, Portland, Oregon. Interest-
ing high school news or short articles
on high school work will be accept-
able.

Digitized by LjOOQ IC

ORBGOy TEACMBR8 MONTHLY 118

==READING for the GRADES=

The RiversUe Readers

State Supplementary List

These books are distinguished for the large amount of copyright ma-
terial from the best modern authors such as Burroughs, Sill, Thaxter,
Kate Douglas Wiggin, Warner, Howells, Joel Chandler Harris, F. Hop-
kinson Smith, Dallas Lore Sharp, Eva March Tappan, Prank Demp-
ster Sherman, Mary Johston, and others. They embody the best
teaching methods. Beautifully lllustratedm

DRAMATIC READERS

By Au^^ist Stevenson

Children's Classics in Dramatic

Book One $0.30 Book Three $0.40

Book Two 36 Book Four 50

Book Five 60

Recently Published

Dramatized Scenesf^Mi American History

A dramatic pageant of the early history' of our country arranged in

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The State Sdiook

Oregon Agricultural College.

All available students of horticul-
ture, poultry, dairy and other agri-
cultural courses, secured positions
before or immediately after gradua-
tion. Since June 8, three graduates
of horticulture have been offered and
have accepted positions in the low sl
State College at Ames. Another
member of the class received an offer
from the same institution but did not
accept. During the last three years
five members of the O. A. C. Horti-
cultural classes have accepted posi-
tions at Ames, four of them being
now connected with that college. One
of the number, Harry Hetzel« has ac-
cepted a position in the horticultural
work of the United States Depart-
ment of Agriculture.
- Two home economics students.
Miss Alice Butler, '14, and Miss Na-
omi Kirtley, '16, were detailed by
Professor Ava B. Milam, head of the
domestic science department, to take
the work offered by the Mother
Chautauqua in the annual summer
meet. Both of these young ladies
from Oregon won rapid promotion
during their brief stay, the former
being advanced to buyer and super-
visor of one of the tea rooms and su-
pervisor of a kitchen, and the latter
being made buyer for and manager of
a kitchen. The women were sent
east at the instance of Miss Anna
Barrows whose marvelous demon-
strations at O. A. C. Farmers Week
have made her known to thousands
of Oregon home-makers and teachers,
and Miss Norton, editor of the Chau-
tauqua Home Economics Journal.
They gained their promotion in com-
petition with scores of young women
from many parts of the United
States.

Increased difficulty and cost of op-
erating logging and lumbering ma-
chinery, together with the erection
of a splendid new forestry building at
the college, are doubtless responsible
for the rapid growth of interest in
the courses in forestry. Pioneer log-
ging operation took the timber most
easily and cheaply reached, hauled it
but a short distance to small mills,
paid low wages for labor and sold the
products at considerable profit. The
change that has reversed most of
these conditions has also enforced
scientific and economical manage-

ment, with competent engineering.
The demand for trained logging en-
gineers has led to the establiflhrnent
of a course in logging engineering,
with John P. Van Orsdel, an experi-
enced engineer connected with the
Portland lumber interests, in charge
as professor of logging engineering.
This is the first degree course in the
branch of logging engineering to be
established in the United States, and
in connection with the favorable situ-
ation of the institution in the center
of the greatest timber area in the
country, it is bound to draw a large
body of young men seeking training
in forestry.

The new and vigorous movement
for scientific road building has cre-
ated a demand for trained road en-
gineers far greater than can be met.
The good roads committee of the Na-
tional Automobile Association reports
that eighteen state highway commis-
sions say that the greatest drawback
to the movement is lack of trained
and ezperieiiced road builders. A
shortage of 1600 highway engineers
is reported from these eighteen states
and from the same states are wanted
2000 engineers for city and county
road units. In recognition of this
demand the college has secured the
services of C. B. McCuUough. wha
has had eight years' experience as
head of the bridge and structural de-
partment of the Iowa State Highway
Commission, to act as professor of
civil engineering. He brings with
him one of the most complete private
libraries in existence, giving cost
data and other items of the greatest
values to students of the courses.

A new color 8chem3 for the twen-
ty-five major buildings, black roof
and gray trimming lends additional
attraction to the well-kn wn beau-
ties of the campus. New decorative
and floral designs have been worked
out by Professor Peck and Mr. Mas-
terton, and th? new fountain, pre-
sented by the class of 1916, is ready
to minister to both the artistic and
physical senses of the returning stu-
dents. The fountain is at the center
of the entrance to Agricultural hall,
perhaps the most frequented spot on
the campus.

The school of commerce Is stUl
further strengthened by the addition
of new courses and instructors. H.
T. Vance, last year head of corn-

Digitized by LjOOQ IC

OBBGOy TBAOHttRS HONTHIiY

115

I I

KEYSTONE

Before you decide on your

trip East consider

Mt. Shasta

Excellent Dining Cars

Lake Tahoe

AU Steel Sleepers

Ein Francisco

Electric liighted

Tosemlte

Rock Ballast

Big Trees

Heavy Rails

Los Angeles

Automatic Signals

V

Salton Sea

Red Cap Porters

Apaclie Trail

Information Men

I

El Paso

Well Arranged Schedules

San Antonio

Limited Trains

r*

Digitized by VjOOQ IC

116

ORKGON TKACHBRS MOlfTHl^Y

merce in the Jefferson, Portland,
high fechool, has heen appointed to
take charge of office training, and
Dr. Rubener has been selected to fill
the vacancy caused by the resigna-
tion of Dr. E. J. Brown. Dean J. A.
Bexell, head of the school, has just
returned from a lecturing tour of the
eastern and mid-western sections of
the country, and from a series of
conferences with leaders of the or-
ganization and markets bureaus of
the U. S. department of agriculture.
Re-organization of the physical ed-
ucation staff is the most radical of
any at the college. Dr. A. D.
Browne, of Miami university, is head
of the department and will super-
vise the extensive system of uni-
versal physical training in intra-
mural sports, now to be introduced.
He will be assisted by Head Coach
Joseph A. Pipal, of the University of
Southern California, who will handle
football and track; Coach May, who
will assist in football and coach bas-
ketball; Assistant Coach McClung,
of Occidental callege, who will as-
sist in coaching the various teams;
James Arbuthnot, who will havo
charge of gymnasium work, wrest-
ling and boxing; and Dr. Wendell J.
Philipps, of Philadelphia, who will
act as college physician in the new
health service Just established.

All men students will be divided
into three groups — intercollegiate,
intra-mural, and non-competitive.
Those who are able through physi-
cal fitness, training and experience,
will represent the institution in in-
tercollegiate sports. The main body
of students, those who like to play
but do not care to specialize in ath-
letics, will be organized into scores
of smaller groups which will be pit-
ted against one another to the ex-'
tent that all who are able to play
any competitive game will have op-
portunity to play it against those ap-
proximately their equals. Soccer, la-
crosse, tennis, handball, baseball and
field and track events will be the
type of sports followed. It is Dr.
Browne's belief that in no other way
can the proper training of all stu-
dents be secured, and that this will
result in a normal development of
the intercollegiate sports. He says
that the right order has been re-
versed and that the beginning was
made at the wrong end. For the stu-
dents not physically fit to compete
corrective gymnasium work will be
prescribed. In their assignment to

special corrective and developing
work students will be in charge of
two experts in physical education
and medical practice, both Dr.
Browne and Dr. Philipps being
trained practioners.

Another new feature of work for
this year will be the regularly auth-
orized course in news writing con-
ducted by the college news editor,
Mr. C. T. Mcintosh. The course will
be open to students of Junior rank.
It aims to train students who have a
good knowledge and command of
English in the special forms of ex-
pression and composition required in
modern news stories, and give them
practice in newspaper and magazine
correspondence. Preliminary work
carried during the last two years has
shown that there is an excellent de-
mand for this work, and a number of
stories written by members of the
class have been accepted by publica-
tions such as the big dailies and
Sundays, Orange Judd, Oregon
Farmer, Pacific Homestead, Country
Gentleman, etc. A number of Ore-
gon weeklies and dailies have found
the student contributions available.

The number of appointments of
students to teaching positions, has
reached 93, as reported by the ap-
pointments committee on September
12. A half dozen or more are pend-
ing so that the committee is assured
that the record of last year, 99, will
be equaled if not surpassed. It was
estimated that last year's appointees
earned about seventy-three thousand
dollars. On the basis of average sal-
aries, computed from over eighty stu-
dents reporting, the 93 appointed at
this date will earn seventy-four thou-
sand, four hundred fifty-seven dol-
lars in 1916-17. The average month-
ly Claries, on the nine months' basis,
are eighty-five dollars in Commerce
and Home Economics; ninety dollars
in Agriculture; one hundred one dol-
lars in Manual Training; and one
hundred five dollars in Agriculture
combined with Manual Training. Sev-
enty-five of these are first appoint-
ments, eleven are second appoint-
ments and seven are third or more.
Five are under-graduates, four of
them in Manual Training. Three
hold the M. S. degree. Fifty-seven
are from the School of Home Eksono-
mics, nine from the school of Com-
merce, nine from the School of Ag-
riculture and eighteen from the
School of Engineering ( Industrial
Arts chiefly). California gets five in
Home Economics and one in Agricul

Digitized by LjOOQ IC

OmBGOW TKACHBRS MONTHLY

117

Northwest Nor-
mal School of
Music and Art

Z. M. PABVm, Mus. Doc.,
Director.

The course of study includes —
Singing, Piano, Harmony,
Counterpoint, and Musical Edu-
cation. Write for circular and
further information, 408 Til-
ford Bldg., Portland, Oregon.

THE

CAPITAL
NORMAL &
INDUSTRIAL
SCHOOL

SAIiEH. OREGON

TRAINS FOR SCHOLARSHIP

AND

HIGHER GRADE CERTIFICATE

Salaries adjust themselves accord-
ing to the quaUfications and am-
bitions of the teacher. When you
see some teacher receiving more
money than you for your services
you had better study the cause
and then apply the remedy. Make
up your mind that you are goin^
to raise the grade of your certifi-
cate this year.

Our departments are:
Normal, Preparatory, Business,
Shorthand, Typewriting,
and Printing.

CHAS. H. JONES, Mgr.,
Salem, Oregon.

♦^M,^

-— ^

Digitized by VjOOQ IC

118

ORlBGOy moAcamBM uownsLY

ture; Colorado, one in Manual Train-
ing; Idaho, one in Home Economics,
one in Agriculture, and one in Com-
merce; Illinois, one in Home Econo-
mics; Montana, one in Agriculture
and Manual Training; Washington,
six in Home Economics, two in Man-
ual Training, two in Agriculture and
Manual Training and one in Agricul-
ture. Thus, twenty-three of the
ninety-three have received appoint-
ments outside the state caused almost
wholly by larger salaries paid. Many
additional calls for teachers of Man-
ual Training and Commerce came
from other states and quite a number
could not be filled in Oregon. Ev-
ery available male teacher received a
position; those who had athletic
prowess as well as pedagogical skill
had from two to a half dozen or more
offers. The distribution of these
ninety-three teachers in Oregon will
be of interest. Benton county gets
two in Home Economics, one in Man-
ual Training, two in Commerce and
two in Agriculture; Clackamas, three
in Home Economics, one in Manual
Training; Columbia, one in H. E.;
Coos, three in H. E., one in M. T.;
Crook, two in H. E., one in M. T.;
Douglas, one in H E., one in Com-
merce; Grant, one in H. E.; Hood
River, one in H. E.; Jackson, three
in H. E., two in M. T.; Josephine,
one in M. T. ; Klamath, one in M. T. ;
Lane, three in H. E., two in M. T.,
one in Commerce; Lincoln, one in
H. E.; Linn, two in H. E.; Marion,
two in H. E., two in M. T., two in
Com.; Morrow, one in H. E.; Mult-
nomah, four in H. E.; Polk, three in
H. E.; Tillamook, one in H. E., one
in M. T., one in Com.; Umatilla, two
in H. E., one In M. T., one in Agri-
culture; Union, two in H. E., one in
M. T., one in Com.; Wallowa, one in
H. E.; Wasco, two in H. E.; Wheel-
er, one in H. E.; Yamhill, one in H.
E. This makes twenty-five of the
thirty-five counties of the state, and
six other states in which these ap-
pointees will teach.

Oregon Normal School Notes.

As these notes go to press the Ore-
gon Normal School is just opening
the sixth year of its work since its
re-organization and the enrollment of
383 at the end of the first week is
indicative of the steady growth of
the school under the able leadership
of Fres. Ackerman. The normal
school has now reached the pla'^e in
the educational system of the state
which a normal school should occupy

that of being the "standaid maker/'
the "norm setter" for the elementary
teachers of Oregon.

During the month past the school
has not been in session and the time
has been utilized for a thorough re-
novation of the buildings and for
making such minor repairs as were
necessary. The most noticeable
change was the removal of the old
domestic science building which
stood west of the main building, and
the construction of several new
walks.

The six weeks' vacation was var-
iously used by the faculty, some re-
maining hero, others going to dis-
tant sections of the country. Pros.
Ackerman remained in Monmouth ex-
cept for motor trips to Hood River
and the Columbia Highway and an
excursion to the Coos Bay celebra-
tion. Mr. Butler also went to Coos
Bay and his customary trip to the
mountains.

Mr. and Mrs. Ostein and son spent
three weeks camping, fishing, and
motoring through Central Oregon.

Miss Parrott divided her vacation
between Portland and Roseburg.

Miss Butler and Miss West went
on an extended auto tour which in-
cluded the Columbia Highway, the
Yellowstone National Park, Olacier
National Park, the Canadian Rockies,
Banff and other intermediate points
of interest.

Mr. and Mrs. Pitman spent their
time in Coos county where Mr. Pitt-
man was studying rural schools and
also practicing some of his theories.
Mr. Gilmore and his family di-
vided the time between the seashore
and remodeling their home in Mon-
mouth.

Miss Arbuthnot visited at Miss
Taylor's home in Tacoma for two
weeks.

The following teachers returned to
their homes: Miss Hoham to Indi-
ana, Miss Todd to Pennsylvania, Miss
Taylor to Tacoma, Wash., Miss Ken-
non to Baker, Ore., Miss Greene to
Montana, and Miss Dinuis to Inidana.
Mr. and Mrs. Macy motored,
through Washington.

The remaining members of the fac-
ulty busied themselves about their
Monmouth homes.

The faculty for the coming year re-
mains the same as last year with one
exception. Mrs. Aultman, critic ot
the first and second grades, resigned
to accept a similar place in her home
school, Greeley, Colo. Her place will
be filled by Miss Elizabeth, Rieckei-,

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ORlCGOy TBACHBaM^ MOMTHI^Y

lit

nSH SCHOOL
OF EXPRESSION

407 Court Stntt, SALEM, OBEGON

Instruction in Pablic Speaking;
Story Telling, Interpretation of Lit-
ermtnre. Dramatics, Bible Beading,
and Geineral Program work.

Cooraes of Training in the De-
velopment and Training of the
Speaking Voice, Personal Power,
Extempore Speaking, Pantomime,
StAge Technique.

Objects of Training may be Cul-
tural, Professional or Normal.

Natural Methods. Development
Individual and Characteristic.

Tuition either in classes or pri-
vate. Terms upon application. Ad-
dress all inquiries to

MBS. ANNA BOaSBS FISH,

407 Conrt Street, Salem, Oregon
Phone 1107

New Sanitary Adjustable
School Desk

Hyloplate Blackboard

Write for catalogue of

SANITAB7 DESKS

Six different kinds

SCHOOL BOOM HEATEBS

Jffaps, Globes, Supplies.

NOTHWEST SCHOOL
FURNITURE COMPANY,

244-^6 Third St., Portland, Or.

THB POSTLAHD OTfXOB OT- TBM

FIBK TEA0HEB8' AGENOT

WBIiOOMBB

Teachers for all kinds ol
teachiof positions. Wo
are known from the At>
lantic to the Paeifio
Ooast and ean locate 70m
in a more satisfactory
position than 70U eovld
find for yoarself. We
make prompt replies to
all inquiries, furnish tho
best sTailaole teachers
for all positions.

Send US your address
and we will shall be glad
to mail you full partio-
ulars.

J. N. ELLIOTT.
611 Jonmal Building, PortlAnd, OrogML

Government Positions
For Teaohers

All teacliers should try the U. 8. Govern-
ment examinations soon to be held through-
out the entire country. The positions to bo
filled pay from $1200 to $1800; have short
hours and annual vacations, with full pay.

Those interested should write immediately
to Franklin Institute, Dept. P 190, Rochester,
N. T., for schedule showing all examination
dates and places and large descriptive book,
showing the positions obtainable and giving
many sample examination questions, which
will be sent free of charge.

^ONE

OF THE 15
VARIETIES

We make vari-
ous styles of
Duck Shadesu

both roller and
folding:. Writ©
us for cataloiT*
I prices and free
^ sample shade.

Oliver Steele Mfgr. Co., Splceland, Im«.

NOETHWEST SCHOOL FTTRNITXJRB CO..

244 Third St., Portland, Or.,

Sales Bepresantative in the Northwest.

SCHOOL SUPPLIES

Catnlopue mailed free to Teachers. Speaken^
Recitations, DiHl«g:ue8, Plays, Marches, Drills
Exercises, Celebrations, Entertainmenti^
Games, Songs. Reward and Gift Card^
Drawing, Sewing, Number, Reading, Alphabet
and Busy-work Cards. Reports", Record^
Drawing Stencils. Blackboard Stencils, Map^
Globes, all School Goods. Address to
A. J. FOUGH & CO , WABEEN. PA.

Digitized by VjOOQI^

uo.

OMSGOW IBACHBaig MONTHLY

a graduate of Columbia university,
N. Y., where she, specialized in pri-
mary work. For the past four years
she has been primary supervisor in
the Aberdeen Normal School in South
Dakota.

The fall institute season has start-
ed, which will demand the entire
time of Mr. Pittman and some time
from Prcs. Ackerman and other
members of the faculty.

Supt. Alderman's innovation of
holding an institute for Portiand
teachers was a decided success. The
Oregon Normal was represented by
Mr. Gentle and Mr. Evenden, each
of whom spoke before the three sec-
tions of elementary teachers.

A change in the administration of
the school was made during the sum-
mer when the board of regents cre-
ated the position of dean of women
and elected Miss Jessica Todd to that
position. Miss Todd in her new po-
sition will have charge of the social
life of all women students, and with
her thorough knowledge of the school
and its social life we feel that the
selection was a very wise one. An
assistant will be provided to help
with the office work of the dorm-
itory.

The annual faculty reception to the
students was held in the grove on
the afternoon of September 16. The
students were received on the tennis
court south of the main building, af-
ter which a program consisting of re-
marks by Pros. Ackerman, solos by
Miss Hoham and Miss Greene was en-
joyed. The general plan of the af-
ternoon was to get acQuainted and
teachers and students made good use
of their time.

At the meeting of the Alumni as<
soeiatlon in June of this year a plan
was adopted to re-organize the asso-
ciation and have county administra-
tive units. The following letter has
been sent to the county chairmen:

••At a meeting of the Alumni As-
sociation of the Oregon Normal
School held at Monmouth on June
17, 1916, a resolution was passed
embodying the following:

"The Annual Alumni Reunion in-
cluding the program shall provide
for, and shall be under the super-.
vision of the various classes, rotating
in periods of five years, e. g., begin-
ning with the class of 1872, including
1877, 188?. 1887, 1892, 1897, 1902,
1907, 1912, and 1917. These vari-
ous classes shall provide for all de-
taila of this reunion. The idea being

to have these reunions bring together -.
these various classes. ?

"By this method it is believed that !
a wider range of interests will be
aroused and many warm friends sep-
arated by business, distance, years,
etc., will thus feel it a duty to re-
turn to the 'old school' and strength-
en the ties of other days.

"It is suggested that the details of
this plan be presented to the mem-
bers of the association throughout
the state. Chairmen were appointed
for the various counties and they
were requestd to present this in de-
tail at their respective institutes; if
possible at a social gathering of all
graduates which we hope you will be
able to secure.

"Now, that the scope of the work
is so rapidly broadening and the
members of the association are vital-
ly affecting the school life of the
state, and in order that we may more
loyally support the president in his
efforts to bring the normal school
work of the state up to a high point
of efficiency, it is urgently requested
that all graduates will 'Hear the
Call' and lay their plans to attend
their respective reunions. All others
wishing to come will be as cordially
welcome.

"The dues of the association which
are 25 cents may be paid to the
chairman of his county or direct to
Mrs. Alva Craven, Monmouth, Ore.

"Wishing you ^e best of success
in your meeting, and thanking you
for helping in this work, I am

"Sincerely yours,

*'Lydla BeU, President."

This plan, of course, does not pre-
vent any member of the Alumni re-
turning at any time, but tries to
make an added incentive for special
classes to return at special times in
order that more classmates may be
re-united. Will you try and get in
touch with your county chairman and
give him all the news and assistance
you can, especially in notifsring him
of the names and addresses of any
graduates who are not engaged in the
work of teaching. A revised directory
is very essential.

University of Oregon.

Representatives of the University
of Oregon have spoken at the follow-
ing county teachers' institutes during
the month: Dr. B. W. DeBusk, Was-
co, Gilliam and Morrow counties;
Mr. Earl Kllpatrick, Benton and

Digitized by VjOOQ IC

OIUDGOM TKACmmWLM MONTHLY

121

An

Idea

Sch^

Mac

Ths
Model
doubt
school
antomal
•mdtor,
equippe
Sound
Tolume
Aceomp
that it
instmn
or the

01

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182

ORlPClOy TBA<jmP»" MAWTHliY

Linn, Grant and Harney; Dr. H. D.
Sheldon, Multnomah, Benton and
Linn.

The university la making a col-
lection of text books illustrating the
history of method. The present col-
lection numbers more than 1000 vol-
umes and is due mainly to the gen-
erosity of various publishing houses.
It covers only the most recent
periods. The library will appreciate
gifts of books in this field. Due
recognition will be given the donor.
Those interested may correspond
with Mr. M. H. Douglas, university
librarian.

Those interested in the conditions
of entrance to the Moral Codes con-
test may iearn the main items of in-
terest by corresponding with Prof.
H. D. Sheldon. Five thousand dol-
lars is to be distributed in prizes by
an unknown philanthropist in the
East. Methods of instruction will not
enter into the discussion; the entire
interest in the contest centers on the
content of moral instruction.

The following list of elections to
teaching positions and re-locations of
University of Oregon graduates will
interest the alumni. The majority
of new positions were received
through the efforts of the appoint-
ment bureau:

Ralph Allen, 1916, Everett, Wash.,
history, civics; Louise Bailey, 1916,
Pendleton, physical training; P. E.
Baker, 1916, Fossil, superintendent;
W. G. Beattie, 1901, Cottage Grove,
principal; F. A. Beebe, 19 15, Vincent,
manual training; Verena Black, 1913,
Lakeview, commercial; Katherine
Bridges, 1916, Grants Pass, German
and English; Leonard Buoy, 1916,
Butte Falls, principal; Prentice
Brown, 1916, Centralia; Wm. A.
Cass, 1916, Hood River; Esther
Campbell, 1916, Springfield, science
and Latin; Esther Chalmers, 1916.
McMinnville, English; Marie Church-
ill, 1916, Oregon City; Jacob Cor-
nog, 1916, O. A. C, chemistry;
James K. Cossman, 1916, lone, phys-
ical training and history; Helen
Crump, 1916, Airlie; Bess L. Cush-
man, 1916, Sodaville, principal of
high school; Lela Cushman, 1917,
Riddle, grades; Harry T. Drill, 1916,
Pendleton, principal; C. H. Eagy,
Coos county, junior high school;
Clara Erdman, 1916, Walker, sci-
ence and mathematics; Mina Fergu-
son, 1916, Corvallis, mathematics;
Clarence Ferguson, 1916, Eugene,
Portland principalship ; Louis E. Fur-
row, 1918, Myrtle Point, principal,

grammar school; Roy Glass, 1902,
Philomath, superintendent; Emily
Griffin. 1917, Salem, physical train-
ing; Annie Hales, 1917, Goble,
grades; O. C. Hadley, 1916, North
Powder, principal; Miss Hamilton,
1915, Roseburg, grades; Hallie Ruth
Hart, 1918, Dallas, grades; Fred
Hardesty, 1915, Tillamook, oral Eng-
lish; W. H. Hayes, 1916, Astoria;
E. H. Hedrick, 1916, Monmouth, su-
perintendent; H. Heidenreich, 1916,
Ashland, manual training; G. C. Hug-
gins, 1916, Klamath Falls, physical
training and English; Miss Humble,
1911, Elmira; Jennie Hunter, 1916,
Medford, physical training; Helen
Johnson, 1914, Silverton, Latin and
German; Ida Johnson, 1916, Prairie
City, history and commerce; Maude
Kincaid, 1915, Marcola, German and
English; Georgia Kinsey, 1916, Cot-
tage Grove, English and German;
Grace Lilly, 1916, Ashland, English;
Nellie Lombard, 1916, Bly, principal
high school; H. W. Lombard, 1915,
WalterviUe, Wash., commercial and
public speaking; Elizabeth Minturn,
iL916, Milwaukie, mathematics and
physics; V. T. Motschenbacher, 1914,
Medford, principal, junior high
school; O. B. Needham, 1910, Harris-
burg, high school; May Novak, Nyssa,
grades (1-8); Lena Newton, 1916,
The Dalles, history; C. L. Ogle, 1916,
Scappoose, principal; A. T. Park,
1915, Pendelton, superintendent ;
Hulda Parr, 1916, Fossil; Jessie
Purdy, 1916, Metolius, hi§h school;
Rex Putnam, 1915, Salem, mathe-
matics and athletics; Alfred Skei,

1914, Cottage Grove, history and sci-
ence; Mary Stevenson, 1916, Merrill,
English, Latin and German; Mabel
Stroud, 1916, Walker, principal high
school; Jewel Tozier, 1916, La-
Grande, physical training; Edward
W. Taylor, 1916, Drain, mathematics,
physics; J. L. Whitman, 1915, Pen-
dleton, science; Vera Williams, 1916,
Springfield, history; Cora E. Ware,
Thurston, commercial; Darl Zimmer-
man, 1916, Sweet Home, high school;
Gertrude Euell, 1915, Halsey, history
and English; Genevieve Cooper,

1915, Monroe, science and history;
Laura Hammer, 1914, Klamath
Falls, mathematics; Herman Ober-
teuffer, 1914, McMinnville, principal
high school; Edith Ochs, 1916, Day-
ton, Wash.; G. W. Schantin, 1912,
Sutherlin, principal, high, school;
Genevieve Shaver, 1916, Sutherlin:
Harold Young, 1915, Pendleton, com-
merce.

Digitized by LjOOQ IC

0M8G01T THU-OHlCm MOWTHtiY

138

Docs Your Teacher

use a

Columbia
Grafonola

in Your School?

Is so, ask her to get the stories that you so love to hear: "The
Toyman's Shop," "The Story of Busy Mary," "Epaminondas and
his Auntie," and many others. They are all on

Columbia Double -Disc Records

Or if you own a Columbia Grafonola yourself, or any standard
disc talking machine, these records will play on it.

Your dealer will gladly play them over to you.

aBAPHOPHONE CO., Woolworth Bldg., New York.

Send your name for a lift of

records thaX yon cerUln-

ly ought to liaTe.

Colombia Double-Disc Rec-
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may be liad from any Col-
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Digitized by LjOOQ IC

Membership in the State Teachers' Association

The Oregon Teachers Monthly, on

July 1, 1916. became the official Journal
of the State Teachers' Association (both
divisions) and the price was raised to

11.50 per year, 50 cents of which sroes
to the Association. At the end of the
second month (Aug. 31) the following
teachers had paid |1.50 for their sub-
scription to the Oregon Teachers
Monthly, thereby entitling them to
membership in the State Teachers* As-
sociation:

1 Nellie V. King, Winant

2 Fred Schepman, Waldport

3 John Blough. Toledo

4 Maggie L. Hampton. Toledo

5 M. Lillian Ernest. Denzer

6 Earl Brown, Philomath

7 Chas. Hart. Roselodge

8 S. S. Gosman, Chit wood

10 J E. Davis. Chitwood

11 R. B. Wood. Or ton

12 John Miller, EddyviUe
13- Verne Ross, Toledo

14 T. E. Wilpon, Tilrner

15 Paul Wyman. Bay City

16 Chas. Holway, Halsey

17 Laura A. Smith, Cottage Grove

18 H» W. Her r on. Portland

19 Mary B. ScoUard, Woodburn

20 L. W. TurnbuU, Coauille

21 Hazel Henkle, Monkland

22 A. C. Strange. Baker

23 Anna Dunsmore. Orenco

24 Margaret Williams. Portland

25 Adella Chapler, Salem

26 Margaret Boggess, Veneta

27 W. M. Sutton. Burns

28 W. G. Beattie, Eugene

29 Mary E. Slade. Albany

80 Mrs. L. K. Page. Springfield

81 Mrs. A. Alexander. Portland

32 Barbara Hoch, Pendleton

33 Blanche Padlev. Bandon

34 Kate Ronde. Clatskanie
36 Edith Harper, Freewater

36 Edith Smith, Banks

37 Alice Rasmussen. Troutdale

38 Delia Zimmerman, Troutdale

39 Adda Wright. Warrenton

40 N. A, Frost, Forest Grove

41 Edna Pence, Salem

42 Erica Nordhausen. Aurora

43 Clara Ireland, Portland

44 Julie H. Burch, Oregon City

45 J. P. McGlasson. North Plains

46 Ethel Davis. Myrtle Creek

47 Mrs. E. H. Morrison. Portland

48 Coral Garvin, Corvallls

49 Inez Easton. Sitkum

50 Alethia Chapman. LaGrande

51 May Smith. Mabel

52 Helen Treat. Buell

53 Virginia Nottingham. Carlton
64 Elma Roberts, Sumner

55 Ruby Skinner. Lakevlew

56 Frances Potter, Canby

57 Harriet B. Horrlgran, Hlllsboro

58 Grace Egbert, The Dalles

59 Mary B. Underwood, Philomath

60 Ruth Dunbabln, Bourne

61 M. T. Means. Philomath

62 Mildred Taylor, Scappoose

63 MarJe Senn, Barlow

64 Bessa Lehmann. Sutherlln

65 Anna Bachmann, Clackamas

66 Adeline Buyserle, Hubbard

67 Isa Isaacson. Junction City

68 Anna Weisenborn. Deer Island

69 Myrel A. Bond, Irving

70 Rada Antrim. Amity

71 Marvin F. Wood. Corvallls

72 Carl E. Morrison. Perrydale

73 Waithla Watson. Roseburg

74 H. C. Ostien, Monmouth

75 Eula Campbell. Freewater

76 M. S. Pi ttman, Monmouth

77 Hazel Goger, Boring

78 Clara Splekerman, The Dalles

79 Mamie liar per. Wren

80 R. S. BIzby. Nolin

81 Mattle Foster. Klamath Falls

82 Nell G. Lloyd. Klondike

83 Margaret Rice. Shanlko

84 Martha Chase. Portland

85 Myrtle Clayvllle. Portland

86 C. D. Watklns. Dllley

87 Clara Larson. Toledo

88 Emma Murray, Klamath Falls

89 Marion Ford, Klamath Falls

90 May Wheaton. CoqulUe

91 Fannie G. Porter. Oregon City

92 Mable F. Johnson. Butte Falls

93 Helene Ogsburg. Eugene

94 Velma Beardslee, Arlington

95 Gladys Anderson. Clear Lake. la.

96 Alice Lytle. Bonanza

97 Vara Stewart Portland

98 Charles Knocke. Mt. Car m el. N. D.

99 Lydla Unden. Winchester

100 Jewell Delk. Drain

101 Matilda Jacobs. Portland

102 Mrs. Gladys Smith. Springfield

103 Helen Anderson, Meda

104 Alma Nichols, (julver
106 Gladys Hatcher. Buell

106 Sylvia Severance. Lexington

107 Dagmar Jeppesen. Boyd

108 Ora England, Walker

109 Florence E. Howatt. Portland

110 Rachel May. Timber

111 Ellen M. Yocum. Amity

112 Alice Jenkins. Eugene

113 Harry Whltten. Klngsley

114 Violet M. Stolle. Irving

115 Violet McCarl. Portland

116 Maude Largent, Hullt

117 Elnor Sherk. Sutherlln

118 Ruth Peterson. Yoncalla

119 Grace Atkinson. Walton

120 Mrs. Mary Hulin. Carpentaria. Cat

121 Mary E. Moore. Irving

122 Vera Merchant, Lebanon

123 Emma Kennedy. Coqullle

124 Maybelle Wagner. McMlnnvllle

125 Marguerite Freydlg. Sutherlln

126 Ruth A. Brown, Eagle Creek

127 Ranle P. Burkhead. Shanlko

128 Mabel McFadden. Halfway

129 Angle Halley, Medford

130 Goldle Groth. Freewater

131 Justlna Klldee. Sutherlln

132 May B. Lund. 0>auille

133 Mildred Jones. Amity

134 Grace V. Perce. Medford

135 Myrtle Ess. Klamath Falls

136 Sadie Helberger. Wedderburn

137 Marie A. Smith. Buena Vista

138 Carolyn Woods. Cottage Grove

139 Ruth Flnlay, Sllverton

140 Luella Daniel. Milton

141 Wilbert O. Wilson. Koplah. Wash.

142 Nettye Moore. Flat River, Mo.

143 Ida Anderson. Early

144 Clara Luther. Halsey

145 Caroline Luther. Redmond

146 Clara Schneider. Gaston

147 Maud Keysaw, Waltervllle

148 Gladys Burr. Oregon City

149 Emily L. Marshall. Willamette

150 Lapensa Amrlne, Oregon City

151 Arabella Davis. Portland

152 Pansy Oswald. Gladstone

Digitized by LjOOQIC

OmaGOW TKACHBRg MOlfTHLY 125

BOORS WORTHY
of CONSIDERATION

Brace & Mayne's Farm Shop Work $1.00

Morrifi's HouBehold Science and Arts 60

Oonley's Principles of Cooking 52

Eleanor Smith's *Music Course

Primer and Book One, each 25

Book Two 30

Book Three 40

Book Ponr 60

King's Elements of Woodwork 60

Elements of Construction 70

Constructive Carpentry 70

Buffum & Deaver's Agriculture 60

Ivins & Merrill's Agriculture 84

Send Jor catalogue and descriptive
circulars of books in any branches

AMERICAN BOOK COMPANY

new TOBX

CXVCINKATI
OHZCAOO

ISSSta 330 East 22nd St., CHICAaO, ILL.

Digitized by LjOOQ IC

126

OMSOOM TBAOmBRg MONTHIiY

153 Peaxle Ruesrsr* Gresham

154 Lioney Yoder, Hubbard

156 MrB. H. L. Hull. Oresron City

166 Ruth F. Hudson, Mulino

167 SlizabQth Roach, Cherryville

168 Brenton Vedder, Gladstone

169 Ruth M. LinfiTlep BoringT

160 John R. Rowland, Oregon City

161 A. C. Thompson, Milwaukie

162 Raymond Boyer, Rickreall

163 L. H. Mallicoat, Borlngr

164 T. J. Gary. Portland

165 Ellen PeHaven, Salem

166 Jessie Hartley, Portland

167 Amy McDaniel, Weston

168 Rena, Roper, Vancouver, Wash.

169 Stella Swift, Junction City

170 Louise Nimmo, Albany

171 Minnie Kulmke, Salem

172 Wm. Westenskow, Imbler

173 D. A. Hoaer. Sodavllle

174 Laura Moore, Molalla
176 C. Edna Kennedy, Barton

176 Helen M. Hall, Molalla

177 Ol^a Hanson, Clackamas

178 Margraret Summer, Tigrard

179 Mrs. Nannie Thomas. Molalla

180 Mary A. Blckner. Oswegro

181 Cora Hasselbrink, Sherwood

182 Chas. H. Jones. Salem

183 Lunah W. Wallace, Rockaway

184 Mabel Wallace, Willamina

185 Anna Nelson. Palmer

186 Adeline Brown. Kingrsley

187 Miriam Underwood, Oakland

188 Ozella Anderson, Parkplace

189 Mary E. Sherer, Corvallis

190 Winn if red Roe, Monument

191 Matilda F. Grossen. Hillsboro

192 Vernus Young, Echo

193 Edison Fowler, Riverside

194 Mrs. E. D. Sprasrue. Lake

195 Lucile J. Lisher. Portland

196 Margraret McDonald. Portland

197 Georgia Smith, Mayville

198 Aver Black. Tygh Valley
19^ Viola Ortschild, Portland

200 Margaret Ferguson. Siltscoos

201 Lena Gribble, Aurora

202 Agnes Weatherson, Minerva

203 Benedictine Sisters. Oregon City

204 Myrtle Birtchet. Mt. Angel
206 Viola Nagel, Gaston

206 Gladys Jory. Salem

207 Anna C. Taylor, North Powder

208 a H. Wilson, Condon

209 May Pu^ne. Mitchell

210 Gladys Denney, Oakland

211 Liaura Brenner, Oregon City

212 Pearl Wilson, Milton
218 J. B. Lent, Fairview

214 Mrs. A. E. Watson, Portlana

215 Mary Ulen, PorUand

216 J. B. Horner, Corvallis

217 Nina Taylor, Portland

218 M. E. V. Hess, Portland

219 Hattiebelle Ogilbee, Portland

220 Helen Dahl, Gresham
211 C. G. Springer, Madras

222 Eva Schneider, Boring

223 Ruth Schmuckli, Portland

224 Marian Robertson, Gresham

225 Nellie Renshaw, Mayville

226 Maude B. Mickel, Gresham

227 P. C. Fulton, Holbrook

228 L. B. Gibson, Hood River

229 Mrs. Or a D. Fleming, Lents

230 Ada Werner, Portland

231 E. Williams, Portland

232 Nellie Washburn, Portland

233 Mrs. Margaret B. West, Portland

234 Minerva Powell, Troutdale

235 Marguerite Miller, Portland

236 Mabel F. Burghduff, Portland

237 Louise Sterling. Corbett

238 Vina Swan, Camas. Wash.

239 Mrs. Jennie Carr, Portland

240 Cornelia J. Spencer, Portland

241 Eva S. Rice, Portland

242 Frances S. Estes. Portland ~

243 Emma Rueter, Portland

244 Mrs. Minnie Parsons, Portland

245 Nell O. Bevans, Portland

246 Mary E. Hill. PorUand

247 Estelle Marias, Portland

248 Lutie E. Cake, Portland

249 Margaret L. Pomeroy. Portland

250 Evlyn Cornutt, Portland

251 C. May Moriarty. Portland
251 Phila Nicoll. Portland

254 Kate E. Wiest. Astoria

254 Jeanette Pound, Salem

255 MIna Magness, Myrtle Point

256 W. F. Cornwell. McEwen

257 Leila Lasley, Toledo

258 Clara Straughan, Pendleton

259 Mary Stein, Union

260 W. M. Smith, Salem

The Independent Colleges

Edited by PBES. CABL G. DONEY, of WlUamettc University at Salem

Albany College.

Albany College has recently elected
to the chair of mathematics and as-
tronomy, to succeed Professor David
Torbet, deceased, W. E. Lugenbeel,
Ph. D., of Winona Lake, Ind. Dr.
Lugenbeel is an experienced teacher
of several years standing. He has
been at different times president of
the Southern Indiana Normal school;
president of Borden College, Indiana;
president of Austin College, Effing-
ham, lUincls, and professor of math-
ematics of the Illinois State Normal
University at Normal. He is a live
worker in teachers' institutes, and a
captivating evening lecturer on top-

ics in astronomy and English litera-
ture. Wo welcome to the state so
able an educator, and feel sure that
Albany College is to be congratulated
in his coming.

» • •

Pacific College.

Miss Mary L. Johnson is the head
of the new department of commerce.
A large enrollment already indicates
the demand for this work and is evi-
dence of the strength of the depart-
ment. Extension lectures are to be
widely given during the year by the
faculty.

Professors Hawkins and Taggart
have been given a year's absence for

Digitized by VjOOQ IC

OBgGOy VEULOamBB MOlfTHLY

308XYesIsaVote
for Your Children

ONE NOBMAI. NOT ENOUGH

Oregon has but one Normal School. This school is located at Monmouth. ISx-
cellent as is the work of this school it is utterly unable to supply but a small part
of the need for trained teachers for the State.

Of more than 6000 school teachers in the public schools of Oregon, but 13 per
c«nt have been trained for their profesaion of teaching in Normal Schools.

It is a well established fact that our one Normal School cannot supply the needs
of the entire state. That is why we ask for your work and vote for the proposed
Eastern Oregon State Normal School at Pendleton, Oregon.

GIVE EASTERN OREGON SQUARE DEAL
Eight counties in the Willamette VaUey have employed daring the past five years,

203 teachers who have graduated from the Monmouth Normal as against 39 Monmonth

Normal School graduates for the eight leading counties of Eastern Oregon.

Daring the past five years the attendance of students from nine Willamette

Valley counties was 877 students as against 91 students from nine of the leading

counties of Eastern Oregon.

Owing to the crowded condition of our one Normal at Monmouth and also the

distance and expense of attending, students from Eastern Oregon are compelled to go

to neighboring states to secure their training as teachers.

ONLY COSTS 4 CENTS FEE 91,000
The annual maintenance cost of the proposed State Normal School in Eastern -
Oregon amounts to but one 26th of a mill or 4 cents on a thousand dollars of taxable
property. Isn't it worth this to have your children trained to become useful and
prodnctive citizens?

STRONG ENDORSEMENTS

Among those who strongly endorse the establishment of the proposed Eastern
Oregon Normal School are Governor Withycombe, J. H. Ackerman, President of the
Monmouth State Normal; W. J, Kerr, President of the Oregon Agricultural College;
P. L. Campbell, President of the State University; Robert C. French, former President
of the Weston Normal, and practically all of the leading educators of the state.
J. A. Churchill, Superintendent of Public Instruction, voices the sentiments of those
who are most familiar with the need of more adequate Normal facilities when he says:
"Oregon's greatest need for its rural schools Is the teacher who has had full prepara-
tion to do her work. Such preparation can best come through Normal School training.

"I trust that the voters of the state will assist in raising the standard of our
■diools by establishing a State Normal School at Pendleton. The location is central,
the interest of the people of Pendleton in education most excellent, and the large
number of pnpils in the public schools will give ample ' opportunity to students to get
the amount of teaching practice required in a standard normal school."

All the above educators insist that a Standard Normal School must be located in a
town of 5000 or more population and having enough grade pupils for teaching practice.

VOTE RIGHT
By voting YES for No. 308 you will help to give to the school children of Oregon
tlia same advantages enjoyed by the school children of our neighboring states.

Vote TE8 for No. 308.

Eastern Oregon State Normal School Commutes

By J. H. GWINN, ■ Secretary, Pendleton, Oregon.
(Paid advertisement)

Digitized by LjOOQIC

128

OREGON TBAOHBgiB MOBfTHIiY

graduate work in the University of
California. Professors Perisho, Mc-
cracken and Sutton spent the sum-
mer in graduate study at the Univer-
sity of Washington. Professor Mark
C. Mills is elected to the department
of history, and President Levi T.
Pennington, who was absent in the
East much of last year, will resume
his teaching at the head of the de-
partment of philosophy. A largely
increased enrollment is expected in
the college.

* * *

McMinnville College.

Last commencement the honorary
degree of Doctor of Laws was con-
ferred upon Hon. Thomas A. Mc-
Bride, justice of the Oregon supreme
court; and the degree of Doctor of
Divinity was given to Rev. Andrew J.
Hunsaker, of McMinnville.

President Leonard Riley suffered
an operation last June and for three
months has been recuperating in Il-
linois. Ohio and Massachusetts.

Professors Coe and G rover spent
the summer in graduate work at the
University of Washington.

Four strong courses in education
have been added to the curriculum
for this year, thereby exceeding the
requirements of the state for the cer-
tification of graduates.

The campaign for $300,000 endow-
ment is to close October 31, and the
prospects are good for its succebsful
completion at that time.

* * *

Pacific Vnivepsity.

The discontinuance of the academy
last year has already proven to be
wise. Stressing standard college
work, the institution increased the
Frohman class 75 per cent, a practi-
cal system of student self-govern-
ment has been introduced and the
scope of the extension division great-
ly enlarged. Plans are contemplated
for raising considerable sums for im-'
provementE and general endowment.
The system of student self-help has
been re-organized and important ex-
tensions of means for such help are
under way.

The Conservatory of Music has
been strengthened by the addition of
the following instructors: William
W. Graham, violin and orchestra;
Wilma Waggener, piano and organ;
Virginia S. Hutchinson, voice and
public school music.

Pacific is looking forward this year
to a large attendance and an increas-
ing educational work for the North-
west.

Philomalli College.

Miss Gulielma George and Mrs.
Lizzie DeMoss Davis have been added
to the faculty as teachers, respective-
ly, of expression and violin.

Professors Epley and Bennett were
engaged in graduate work at the Uni-
versity of Oregon during the summer.
The success of Philomath's graduates
as teachers is bringing many students
to the college and the outlook for a
banner attendance is good.

* * *

Willamette University.

Since commencement Willamette
has installed a large pipe organ, in-
creased the capacity of the library,
added space and equipment to the
biological laboratory, and improved
the campus.

October 13 is the date for the for-
mal inauguration of President Doney,
at which time notable speakers will
crowd the day with addresses. A
general invitation is extended to
every one to attend.

* * *

Conference Scholarships.

The following explanation is made
of the conference scholarships annu-
ally awarded to standard high
schools. The six colleges — Albany,
McMinnville, Pacific, Philomath and
Reed — offer a scholarship, good in
any one of the above institutions to
every four-year high school in Ore-
gon. A second scholarship is given a
high school that graduates fifty pu-
pils. The student to receive the
scholarship is selected by the princi-
pal and his teachers on the basis of
the pupil's "need of such assistance"
and as being "best qualified to bene-
fit by a college education." The lat-
ter probably includes a consideration
of scholarship, health, character, aim
in life and intent to attend college.
Scholarship pupils are to be reported
by the principals to Professor F. G.
Franklin, secretary of the College
Conference, Albany, Or., and he also
is to be informed of the school which
is chosen. Professor Franklin retains
a complete list of the scholarship pu-
pils and certifies their names to the
various colleges selected by the pu-
pils. The student presents the schol-
arship to the school of his choice,
which accepts it on terms which it
makes. Willamette University,

though a member of the College Con-
ference, offers a scholarship of its
own to all standard high schools.

Digitized by LjOOQ IC

n37

OREGON TEACHERS MONTHLY

The Official Journal of the State Teachers' Association
Vol. XXI SALEM, OREGON, NOVEMBER, 1916 No. 3

Published Monthly Except July and Aufi^ust by the State
Teachers' Association

Entered »i the Postoffice »t Salem, Oregoo^ as second-class mail matter, April 1, 1808.

EDITOBIAI. BOABD

H. D. SHELDON, School of Education, University of Oregon, Engene

£. F. OABLETON. Assistant Superintendent of Public Instruction, Salem

C. T. BONNEY, Cfounty School Superintendent, The Dalles

B. E. CHLOUPEK, Director Manual Training, Pendleton.

O. G. DONEY, President Willamette University, Salem

E. S. EVENDEN, Department of Education, Oregon Normal, Monmouth

MBS. M. L. FULKEBSON. Institute Instructor, Salem

OEOBOE W. HUG, City Superintendent, McMinnyille

HOPKIN JENKINS, Principal Jefferson High School, Portland.

MISS VIOLA OBTSCHILD, President Grade Teachers' Association, Portland

E. D. BESSLEB, Department of Education, Oregon Agricultural Oollege, Coryallis

MISS LILLIAN TINGLE, Supervisor Domestic Science. Portland

CHAS. H. JONES, Business and Managing Editor, Salem

BULBS or PUBLICATION

1. The mailing label on the Oregon Teachers Monthly shows the date to which subscrip-
tions are paid.

2. The Oregon Teachers Monthly will be sent to subscribers until ordered discontinued
and all arrearages are paid.

8. Notice of change of address should be given at once, naming both old and new
postoffice.

4. When renewing, always state that subscription is a renewal.

5. The subscription price, including membership in State Teachers' Association, is $1.50
a year in advance. Single copy, 20 cents.

6. Advertising rates will be furnished on application.

Address all communications to Oregon Teachers Monthly, Salem, Oregon.

Editorial Notes

In its professional requirement for certificates good in standardized
schools, the Oregon state department has hit upon a most fertile and
valuable idea. In all professions, efficiency is largely determined by
growth. The exhaustive nature of the teacher's work, the necessity
for repetition and the isolation of the classroom make it more difficult
for a teacher to grow intellectually after the first two or three years
of service than for members of other professions. The stimulus of
public recognition which the state gives in the form of the professional
diploma is most timely and appropriate.

§ § §

The value of the teachers' institute is a mooted point in the autumn.
For many of the smaller and more isolated counties, the gain from a
meeting of the present type is a large one. It gathers the discouraged
novices together for inspiration, it acquaints them with educational
helps and papers, it enlarges their horizon and gives them at least a
small stock of new ideas and methods. In the larger centers, the
advantages are not so noticeable and a feeling is gaining ground that

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180 ORXSGON TBACHBRS MONTHLT

there should be more actual cooperation and activity on the part of
the teachers than is now the case. Why would it not be possible for
the county superintendent to appoint permanent committees of the
primary teachers, the upper grade, high school and vocational teachers
to at least suggest the topics which they desire discussed? The
speakers might cooperate by circulating lists of topics or questions,
SQ the teachers might be ready for discussion. At present there are
too many cut-and-dried harangues fired like blank cartridges at the
teachers' heads. An occasional debate prepared for in advance by
the teachers would aid to professionalize the institute. In the course
of years the institute should become wholly a voluntary and active
meeting of the teachers themselves.

§ § §

The present constitution of the National Educational Association
represents the ideas of organization in vogue during the period of the
Civil War. In practice it is close corporation tempered by mass
meeting. The teachers of the particular city in which the meeting^
happens to be held can, if they chose to do so, completely dominate
the association. The larger meetings are so huge that the average
member considers himself lucky to hear any part of the proceedings,
deliberation is impossible. The resolutions adopted deal with every
possible topic concerning which the teachers have no control, such as
universal peace and simplified spelling. The one element conspicu-
ously lacking is a clear definite policy for the improvement of teaching
conditions in the United States. When a committee is appointed to
collect data on the economic status of the teacher and submits its
findings, they are allowed to remain buried in a complicated report
for the association has practically no publicity facilities ; the result in
most cases is nil. When we compare this loose, amorphous, rhetorical
loose-jointed collection of mass meetings with the businesslike efficient
organizations of the English and German teachers, the result is not
particularly flattering to American pride. As to suggestions, we desire
that the members of the old guard answer the following questions:
(1) Why cannot the policy and business of the association be placed
in the hands of a small body of delegates, representing the different
sections of the Union? (2) Why is it not possible to organize a
network of teachers' organizations extending from the purely local
societies of different types up through the state teachers' associations
to a National Association which stands for definite practical policies?
(3) Why not concentrate the resources of the organization on a definite
plan of campaign involving an improvement in salaries, in teachers '^
tenure and in teachers' training?

§ § §

How are you going to vote? — a question which when asked of
teachers does not mean for whom or for what are you going to vote
but rather what will be the value of your vote in the coming elections.
Teachers have always had a grave responsibility in making and
maintaining an intelligent electorate; the paramount essential to the

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ORBGOBf TBAC?HBR8 MOWTHLY 181

permanence of any democracy, and now that Oregon is among the
enlightened states which have extended the right of suffrage to
women, this responsibility is more than doubled. A teacher by virtue
of her position alone is naturally looked upon as a leader by her
pupils, by the young people in the community and by many of. the
parents, and she should be very jealous of this influence to see that
it is not directly of indirectly, consciously or unconsciously, used
against the principles of higher citizenship. Any careless, slighting
remark, evidenced indifference, gross misinformation or lack of
definitely formed opinions will give an undesired color to the attitude
of many others toward this great political duty. Probably not since
the famous one of 1860 has the national election been of as much
significance or held within itself so many balanced potentialities. In
addition to this the citizens of Oregon will have to decide on the merits
of eleven acts and amendments under Oregon's initiative and ref-
erendum policy. Some of these proposed laws have beneath their
legal wording radical changes in the method and limitation of raising
taxes, in our prohibition status, in our normal school policy, and in
the state 's subsidy of rural improvements. These are questions which
every teacher should thoroughly inform herself upon, for, aside from
<he vote of lawyers and lawmakers, the vote of teachers should be
felt as one of the most intelligent votes of the state.

§ § §
Eliminating, for obvious reasons, the- places of scenic beauty in
Europe, the teacher who wishes to liberalize her education by the
important method of travel, must perforce **see America first." Among
the long list of world known natural wonders in this country the latest
aspirant for fame is our own Columbia River Highway with its majestic
and graceful waterfalls, its wonderful gorges, its towering bluffs of
granite, and its sweeping views of mountain peaks and **the river
beautiful." Never before in this western world has the conquering
mechanical genius of man made it possible for the tourist to see so
many interesting things in a single trip. Each turn of the hundreds
of graceful ones brings its thrill of delight, its exclamation of surprise,
its gasp of wonder and awe, and each wonderful bridge brings you in
front of some marvelous waterfall, peaceful dell or rugged canyon.
No teacher can make this trip without accumulating a wealth of
illustrative material for her work nor without that inspiration which
comes only from being in the presence of nature's grandeurs. At
such times she teaches the wonderful cumulative effects of small but
persistent causes and the teacher realizes that her conscientious toil
from day to day may result in the making of a grand man or a beauti-
ful character. Furthermore, no Oregonian can travel that road and

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182

ORBGON TBACHIBRS MONTHIiT

not be proud of his native or adopted state, proud in a way which
will make him a better teacher for Oregon boys and girls. Plan for
this trip when you are in Portland at the meeting of the State Teachers'
Association in December.

§ § §

The county and state fairs as mediums for bringing people together,

for displaying the products and industries of the various sections, for

showing new machinery and newer methods of doing things and for

educating those who attend and those who participate, have long been

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OREGON TEACHERS MONTH1.Y 188

recognized. The increasing interest being taken in these fairs by
snperintendents and teachers shows that they are awake to the oppor-
tunities offered by them for motivating much of the practical work of
the school and for bringing about a closer co-ordination and a more
sympathetic understanding between the school and the community.
The exhibits at the fair serve as an incentive for gardening, manual
training, domestic science^ sewing, accounting and all phases of boys
and girls industrial club work, to say nothing of its rebounding reflex
ui>on the regular school subjects. Progressive teachers have seized
upon these fairs as valuable aids in solving the problems of local
vocational education and guidance and it is with more or less alarm
that we observe a growing tendency to turn these meetings over almost
exclusively to concession hunters and spectacular speculators. No
less than five of the Willamette valley counties this year substituted
"Round Ups" for the time-honored county fairs. In the two cases
where the substitution was not direct it was nevertheless substituted
as far as advertising and public interest was concerned. These shows
are interesting reminders of a life that is or was typically Western,
but are not particularly appropriate to the Willamette valley. Let's
not allow the long-horned Texas steer, the courageous **bull dogger"
and the cowboy, who does most of his riding in automobiles, to drive
from deserved prominence the boy who has fattened the largest hog
with the least expense, or who has helped to develop a true Oregon
variety of corn, nor the girl who has reduced the cost of living and
prevented a lot of useless waste by canning several hundred cans of
fruit and vegetables.

§ § §

Report of the Retirement Fund Committee

ByfE, F. OABLETON, Preildent State Teadiers' Association

The Retirement Fund Committee of the Oregon State Teachers'
Association met in the offices of Reed Institute in the Abington Build-
ing, Portland, October 2, 1916. The committee agreed upon the
following main features for a proposed plan of retirement allowances
for Oregon teachers: •

First: Membership compulsory for all public school teachers be-
ginning serving in Oregon after July 1, 1919 ; optional for teachers in
service previous to July 1, 1919.

Second : Rate of assessment upon teachers to be not less than 3 nor
more than 5 per cent of salary in any year ; provided that no annual
assessment shall be more than $100.

Third: Assessments to be deducted from salaries by local school
authorities and forwarded to the secretary of the retirement board
at Salem.

Fourth: Each teacher's contribution to be reserved solely for his

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184 OREGON TBACHBRS MONTHIiT

own benefit; interest on contributions to be credited on the last day
of each year at the rate of 3 per cent per annum.

Fifth : Teachers allowed to be retired at the age of 60 ; required to
be retired at the age of 70.

Sixth : Retirement allowance to be of two parts :

(a) The annuity, which is a payment for life, derived, according
to regular life insurance tables, from the members' own contribu-
tions and accumulated interest.

(b) The pension, of equal amount, paid by the state.

Seventh : An additional pension to be paid by the state to teachers
who have served 15 years or more in Oregon prior to July 1, 1917, the
amount to be based upon the years of service in Oregon, the minimum
in these cases (annuity plus pension) to be $300 a year.

Eighth: No teacher required to contribute a larger sum than is
necessary to purchase an annuity of $500 at age of 60.

Ninth: Members of the retirement association withdrawing from
the teaching service prior to the time when a pension is due to have all
contributions refunded with interest at 3 per cent per annum.

Tenth : In case of death of member, contributions, with 3 per cent
interest, to be refunded to legal representative.

Eleventh: Management to be vested in board of five members, to
serve without pay, the State Treasurer, the State Superintendent of
Public Instruction, the State Insurance Commissioner and two mem-
bers of the retirement association in service to be appointed by the
Governor for terms of three years, one of whom shall be a classroom
teacher.

Twelfth : All funds of the retirement system to be in custody and
charge of the Treasurer of the State.

Thirteenth: The cost of administration, exclusive of the payment
of retirement allowances, to be paid from the expense fund, consisting
of appropriations by the Legislature, on estimates submitted by the
retirement board.

The members of the committee are : Mrs. A. E. Ivanhoe, La Grande ;
O. C. Brown, Roseburg ; J. A. Churchill, Salem ; Miss Viola Ortschild,
.Portland ; J. H. Ackerman, Monmouth ; J G. Imel, Astoria ; Miss Pay
Clark, Vale ; Miss Winnifred Dennis, Portland ; Richard W. Montague,
Portland; and E. F. Carleton, Salem.

Again, Thanks.

Should thanks become perfunctory, 'twould scarcely pay to live;

For what's the use of living, if you can't sometimes give

A burst of honest feeling of gratitude to those

Who help and trust and love you through triumphs and through woes.

I feel glad that I'm living and thank the Lord for friends:

For with them joy is living; without them pleasure ends.

— C. R. Seroggie.

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Training Teachers of Sex Hygiene

By FBED O. ATES, .ProfesBor of Edncatton, UnlYenltSP' of Oregon, Eugene

The scope of this paper is very necessarily and quite properly
limited by the fact that much of the material which might ordinarily
be presented has been made available in the literature which has been
distributed by the society. The problem of sex instruction from our
immediate point of view is not a problem of special teachers of de-
partments, but one of qualifications which any teacher or person
should possess before attempting to give sex instruction. For the
problems of social hygiene are those which concern education in its
broadest meaning, and the whole social organization is involved in
furthering the process of this education. I shall, therefore, confine
my efforts to a brief statement of three general principles of education
which should qualify the work of all teachers of the facts of sex life,
and then indicate in outline a number of the specific factors of teaching
efficiency which are commonly used in the selection and ranking of
teachers, aiming to provoke thoughtful consideration rather than to
offer arbitrary opinion.

In the first place, it is well to keep in mind that education starts
at birth and that anything which influences future conduct is educa-
tive. The education of the individual has not only proceeded far on
its way, but has set up extremely persistent habits and fundamentals
of conduct before the school is ushered in as an agency of education,
or the efforts of special teachers are available. Moreover, once the
school period is reached, the formal educative influences of the home,
the church, the state, the press, and industrial life do not cease, nor
are they, in fact, subordinated to school instruction in any such
degree as is commonly assumed by the public mind. These extra-
school agencies, combined with such informal educative agencies as
social custom and the playground, play the major part in determining
the habits and standards of conduct of developing boys and girls.
This is particularly true, indeed it is distressingly true of matters
pertaining to sex relations. Not only the school, but practically all of
the agencies which plan the training of the rising generations, are
compelled to combat with all too frequent failure against the moulding
influence of group or gang spirit. We are just beginning to realize
that the information which we have ia.ttempted*to suppress from the
oncoming generation is regularly taught on the street in its most
vulgar form. Unfortunately, it is just this secretive gang-spirit teach-
ing that appeals to child life. The presis, the school, the home, the
pulpit, have long combined their best efforts to persuade young boys
not to smoke cigarets, but as long as Johnnie's social group sanctions

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186 ORBGON TBACBOBRg MOHTHIiY

and encourages the habit, the consumption of nicotine "pills" will
continue.

So, too, with habits of sex. Assuming other qualifications to be
equal, the influence of any teacher will affect the conduct of pupils
in exact proportion to the degree he or she gets across the barrier
that separates child and adult life and becomes an actual unit in the
child's social group. It would be a serious mistake to esteem any
teacher qualified to give sex instruction who is held in anything but
a friendly and sympathetic attitude by the pupils. As the teacher's
influence, at best, is but a part of the child's social environment, the
necessity for the correlation of all environmental factors cannot be
emphasized too strongly.

A second general teaching qualification lies in the necessary recog-
nition of the place sex instinct occupies in the development of the
individual. It is a commonly recognized principle of teaching, that it
is much better to change the outlet of the child's instinctive tendencies
and impulses, than to attempt to suppress them arbitrarily. The
emotion or feeling that accompanies an instinct and impells one to
activity may be satisfied by acts notably different from those naturally
associated with the inherited tendency. Thus the individual may learn
to substitute hard words for the use of fists on the rise of anger, or
better still, totally to ignore the offender.

In the utilization of the principle of substituted responses in place
of innate reactions, we are particularly fortunate in the fact that the
sex instinct is a delayed instinct. This makes it possible in normal
cases to train the child to associate other responses to the sex emotion
than the inherited one. Long before the boy or girl is seized in the
grasp of powerful sex emotion, it is possible to set up preferred types
of response which are more acceptable to the standards of Christian
civilization than those impelled by the unlicensed sway of passion.
Thus, the sex feeling may become attached to ideals of protection,
love, or chivalry, or less ideally, to fear of disease, or the penalties
of violated law. This principle must be perfectly clear to the qualified
teacher for not only does it urge the importance and show the way of
early training in sex ideals, but it emphasizes the difference demanded
in sex education before and after puberty.

One other general consideration seems worthy of emphasis just now,
for it is the basis for criticism of an important amount of cuiTent
literature and public lecturing on sex hygiene. It is the question of
heredity.

Owing to the possibility of certain diseases or the effects of alcohol
being transmitted directly to the developing embryo, there has arisen
considerable confusion an the part of many as to just what deeds of
parents are likely to affect children by way of direct inheritance. It
seems to me decidedly unfortunate that, while teachers of biology who
are well grounded in the laws of heredity are teaching that character-
istics acquired during the life of the parent are not inherited by the
children, at the same time many lecturers on social hygiene are holding

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ORBGOBf TBACHBSRS MONTH1.Y 187

up the ideal of good behavior for the parent, so that his good deeds
may be re-echoed directly in the inherited tendencies of his children.
By all means we should get together on matters of fact in this question.

I have now suggested that all teachers who are qualified to teach
the facts of sex instruction — and the same might well be said of all
others — ^that aU such teachers should realize that school instruction
plays an indirect although significant part in sex education, that they
must grasp the full significance of the late maturing of the sex instinct,
and that they should be securely grounded in the laws of heredity.
Let us now proceed to the more immediate qualifications of good
teaching or instruction.

iWhat is it that makes a good teacher? Most of us who are called
upon frequently to describe the good points of this and the other
successful teacher will grant that often it seems much easier to recog-
nize a good teacher than it is to mark the separate qualities which
constitute his or her particular efficiency. But from the point of view
of every one interested in the problem of picking out the best teacher
for any given position this is a very real problem. Moreover, numerous
attempts have been made to solve it by experts and it is encouraging
to be able to state that considerable definite progress has been made
and that scales or score-cards for teaching efficiency are rapidly com-
ing into more common use. The following efficiency record is one of
the best and most recent. It is taken from the Fourteenth Yearbook
of the National Society for the Study of Education, Part II, "Methods
For Measuring Teaching Efficiency," by Arthur C. Boyce. The
detailed rating on each point may be ''very poor," "poor," "medium,"
"good" or "exceUent."

Boyce Effidenoy Record.

I. Personal Equipment —

1. Oeneral appearance

2. Health
3 Voice

4. Litellectual capacity

5. Initiative and self-reliance

6. Adaptability and resourcefulness

7. Accuracy

8. Industry

9. Enthusiasm apd optimism

10. Integrity and sincerity

11. Self-control

12. Promptness

13. Tact

14. Sense of justice

II. Social and Professional Equipment —

15. Academic preparation

16. Professional preparation

17. Grasp of subject-matter

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188 ORBGON TBACHBRS MONTHIiY

18. Understanding of children

19. Interest in the life of the school

20. Interest in the life of the community

21. Ability to meet and interest patrons

22. Interest in lives of pupils

23. Cooperation and loyalty

24. Professional interest and growth

25. Daily preparation

26. Use of English
III. School Management —

27. Care of light, heat, and ventilation

28. Neatness of room

29. Care of routine

30. Discipline (governing skill)
rV. Technique of Teaching —

31. Definiteness and clearness of aim

32. Skill in habit formation

33. Skill in stimulating thought

34. Skill in teaching how to study

35. Skill in questioning

36. Choice of subject-matter

37. Organization of subject-matter

38. Skill and care in assignment

39. Skill in motivating work

40. Attention to individual needs
V. Results—

41. Attention and response of the class

42. Growth of pupils in subject-matter

43. General development of pupils

44. Stimulation of community

45. Moral influence

From our point of view today the most interesting aspect of this
outline of teaching efficiency is the relative value of its points. By
having a number of superintendents use this card upon teachers of
known ability and weakness, Mr. Boyce has been enabled to show that,
as far as the teachers measured were concerned, some of the points
were more highly correlated with general teaching efficiency than
others. All of the 45 factors shown on the score-card are regarded
as important but certain of them came first in the estimation of a
large number of superintendents. As the teachers who are selected
on this basis will ordinarily include those concerned in the problem
of sex instruction, it is well worth our pains to give careful attention
to the order of merit of points found in this instance, and note how
well it agrees with the point of view of this conference. As evidenced
by the regard with which certain leading superintendents hold their
teachers, the points ranked as follows:

1. General development of pupils

2. Growth of pupils in subject-matter

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ORBGOW TBACHBRS MOWTHIiY 189

3. Organization of subject-matter

4. Attention and response of class

5. Skill in habit formation

6. Choice of subject-matter

7. Skill in teaching how to study

8. Skill in stimulating thought

9. Skill and care in assignment

10. Definiteness and clearness of aim

11. Adaptability and resourcefulness

12. Discipline

13. Initiative and self-reliance

14. Attention to individual needs

15. Understanding of children

16. Skill in motivating work

17. Accuracy

18. Professional growth and interest

19. Grasp of subject-matter

20. Skill in questioning

21. Moral influence

22. Enthusiasm and optimism

23. Stimulation of community

24. Industry

25. Tact

26. Interest in lives of pupils

27. Daily preparation

28. Cooperation and loyalty

29. Promptness

30. Self-control

31. Interest in the life of the school

32. Care of routine

33. Integrity and sincerity

34. Intellectual capacity

35. Interest in the life of the community

36. Sense of justice

37. Care of light, heat and ventilation

38. Ability to meet and interest patrons

39. Health

40. Use of English

41. Neatness of room

42. Voice

43. General appearance

44. Academic preparation

45. Professional preparation

It is at once evident that many of these points are of varying im-
portance and that many of us would make material changes in the
ranking of the individual factors. On the other hand I assume that it
is safe to say that a teacher of biology, domestic science, or physical
'Uwning whom measured well up to this scale would rank well as a

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140 ORBGOBT TBACHBRS MONTHLY

teacher of the facts of sex life. I am equally certain that in picking
out the ideal teacher to give sex instruction I should not emphasize the
same points of value in the order just given. The peculiar moral and
social aspects of sex life necessitate a far different selection. My
choice for the first seven factors would be as follows:

1. Moral influence — extent to which the teacher raises the moral
tone or life of the school — ^first instead of twenty-first.

2. Interest in the lives of the pupils — ^second instead of twenty-
sixth ; that is, desire to know and help pupils personally outside
of school subjects.

3. Understanding of children — insight into child nature, sympa-
thetic, scientific, and practical.

4. Integrity and sincerity — soundness of moral principles and genu-
ineness of character.

5. Choice of subject-matter — skill with which the teacher selects
the material of instruction to suit the interests, abilities and
needs of the class.

6. Attention to individual needs — ^teacher's care for individual dif-

ferences, peculiarities, and difficulties.

7. Grasp of subject-matter — command of the information to be
taught.

Many of the other factors are most desirable for acceptable sex
instruction but without these fundamental seven, it would be difficult
for me to sympathize with a movement to turn instruction in matters
of sex life over to any teacher. That there is need for specific selection
and preparation in the attainment of such ideal qualifications I am
positive, but the discussion of this phase of the problem belongs to
others.

Because so much depends upon the attitude of the pupil toward the
teacher as to the manner in which sex instruction will be received,
permit me to conclude by summarizing very briefly two investigations
which have been made to discover what boys and girls have to say-
about the teachers who have helped them most. The first investigation
was made by Kratz. It involved several thousand grade children. It
was the purpose of this investigation to learn something of the
children's ideas of what constitutes the most helpful teacher. The
plan was to ask the pupils of a room to recall all of their teachers,
and single out the one who had helped them most. They were then
asked questions to bring out the special characteristics of such teachers.
In answer to the question, '*How did she help youf the lower grades
mentioned such things as, "to be good," *'to study," "to like school,"
"to be polite," and the like, while the higher grades said "to observe,"
"to control myself," "to strengthen my character." The question
about special acts of the teacher which helped the pupils brought out,
"a deep sense of appreciation of words of encouragement and com-
mendation." In every grade, except one, more than half of the pupils
gave prominence to the teacher's dress and personal appearance.
Patience was highly appreciated. Politeness was frequently referred

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OIUBBGOW TBACHBSRS MOWTHIiY 141

to. Neatness of the teacher's dress and also of her desk was a trait
many recalled.

The second investigation had to do with the views of 1,000 high
school seniors as to their favorite or their most sympathetic teacher.
Among the qualifications described were the following: (1) The
favorite teacher understands boys and girls. (2) Another qualification
from the point of view of the students is that the teacher be enthus-
i&stiCy energetic, young. By young the pupils do not mean so much
an age distinction as one of mental attitude. Being young means being
enthusiastic, full of life, up to date. (3) To be recognized as an ideal
teacher one must be interested in work. (4) Another essential qualifi-
cation is scholarship, but one must not be a narrow specialist. (5) No
definite sex qualification is made. (6) Neither was any appearance
qualification made. This is in contrast wth Kratz's study of grade
children, in which it was found that neatness and appearance were
important qualifications. Says Book, ^^High school pupils seem not
only to appreciate but to be accurate judges of a teacher's real worth."
What the favorite teacher does; "Two hundred and eleven teachers
were chosen as favorites chiefly because they were always ready and
willing to give their pupils the right sort of encouragement." "In aU
his dealings and intercourse with his pupils the favorite teacher is
reasonable, fair, and just. Justice received special emphasis." The
teacher allows for individuality. "The pupils' favorite teachers have
confidence in their students, put them on their honor, believe in them,
and trust them." The pupils like a teacher who "takes an interest" in
them outside of school, as well as in.

Finally, I should say above all that the teacher should be possessed
of optimism and courage and teach from the viewpoint of health and
happiness rather than that of disease and fear, for, as Riley puts it,
"Talk health, this never ending tale
Of mortal malady is worn and stale.
You cannot charm or interest or please
By harping on that minor chord, disease.
'Whatever the weather may be,' says he,
'Whatever the weather may be,
It's the songs ye sing and the smile ye wear
That's making the sunshine everywhere.' "

Give Thanks.

Give thanks for night, give thanks for day ;

Give thanks for work, give thanks for play ;

Give thanks for sleep, give thanks for food —

Give thanks for all that does us good. — Selected.

The people who feel, however, that everything is wrong with the
schools should take the trouble to visit a few classes. The grudge
may be based on outlived conditions which existed in the critic's own
school days. — ^William L. Chenery.

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The League of Teachers' Associations

By AKNA K. HAIXOCK of Portland before the Conference of Teachers' Clubs at San Francisco

The League of Teachers' Associations is a national organization
whose object is **to bring associations of teachers into relations of
mutual assistance and cooperation, to improve the social and economic
status of teachers and to promote the best interests of education. It
gives us courage to know that others are facing the same problems.
Their solutions help us. It is inspiring to know that thousands are
working for a common aim."

In the four years since its organization the League has increased to
more than sixty-two affiliated associations with a membership of some
forty thousand classroom teachers. This growth has been slow and
quiet, very quiet; but when were classroom teachers known to work
otherwise? For years they have been the passive recipients of orders
coming down through several subalterns, until this attitude has become
characteristic. Their work has been simply the detail and the master
head has received the credit and the glory. But those of us who have
had the privilege of working with some of these associations and with
delegates to their conventions have felt an intensity of interest, a
forceful purpose and latent power that will not be curbed.

This slow but sure awakening of the teachers to the sense of their
individual responsibility for the impossible conditions that exist in our
schools, is to me the most portentous movement in educational circles
that has developed for years. Its effects will not be confined alone to
improved conditions of the teaching body, nor to the better results in
the elementary schools; its effects will be felt throughout the whole
educational system. For as long as the lower grade work is not done
by free, independent, clear thinking teachers, expert in diagnosing
the malady which retards the growth of the whole child, our whole
educational system will be like the statue with feet of clay. The work
in the higher schools cannot be better nor stronger nor more enduring
than the foundation.

The strength of the League lies in the strength of the individual
clubs, and the strength of each club is increased by the number with
which it is affiliated. Through this association we teachers of the
land are beginning to know one another, are finding that by working
together we can achieve our highest ideals. The feeling that teachers
throughout the state and country are ready to concentrate their forces
fills us with a sense of the power which is ours ; with the conviction
that nothing which hinders the progress of truth, can withstand our
united efforts.

The League of Teachers' Associations can do more for the profes-
sionalizing of education than can any other movement in this field.
We must realize that a profession is self-made, that this requires orga-

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ORBGON TBSACUBRS MONTHLY 148

nized effort, and that organized effort is needed for the protection of
great educational interests. One of the greatest needs in education
today is a strong organization of teachers for the purpose of conveying
to the public the needs of our profession, an organization that will be
aggressive and untiring in its endeavor to make society realize the
truth. Our Commissioner of Education is continually sending out
reports on teachers' salaries and they all reach the same conclusion,
leaving no doubt about it, but whose business is it to convince the
public that a corrective is needed 7 Teachers are entrusted with the
scholarship and intelligence in the community; they are supposed to
know the facts and tell the truth and be the highest authority in their
own department of public service. Parents trust them with sublime
confidence. And what do we find them doing after schooH Going
home and staying there, engrossed in other interests. They are not a
solid group of people working for social justice or higher standards
or better conditions for the boys and girls. Why don't they form
platform committees and say to the public some of the things they
say to each other in groups at recess about their classroom doors.
The public will not fail to respond to an honest appeal in behalf of
its own children.

The results accomplished for defective and retarded children suggest
what the schools should be for normal minds and bodies ; that not more
than twenty pupils to a teacher will permit a freedom of movement
and a chance for intelligent, initiative, which are impossible in the
crowded classroom; that overcrowding must mean suppression and
repression of the child's self-activity; must mean subordination of
individuality which is so powerful a factor in the progress of civiliza-
tion. The moment you assemble fifty children in a single room it is
not for the purpose of real education but for the purpose of autocratic
control. The moment you increase the number of children beyond
twenty you have destroyed the chance of that subtle interchange of
inspiration which comes from the contact of mind with mind, of soul
with soul. You will not find an educational expert who approves of
large classes. When asked what is the best number for a class they
agree upon from twenty to twenty-five. Statistics of our elementary
schools show an average of more than forty per classroom teacher in
the larger communities. Every teacher knows she cannot teach forty
or forty-five little children in one class. Every day she tries to do so,
she participates in the sin of overcrowding the classroom and under-
educating the population. It is interesting to notice the increasing
number of school officials and officers of Parent-Teachers Associa-
tions who are placing their children in ungraded rooms, not because
the children are abnormal, but because in these rooms the enrollment
is limited to twenty or twenty-two. If the teacher's business is to
educate the children, then it is her business to create proper conditions
for her work. Alone she can do nothing. The only way this ever will
be done is through intelligent group action. She teaches that in union
there is strength and fails to apply this in her own efforts. Let the

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144 ORBOON TgACHBRg MOHrTHIiY

teachers unite in a body representing thousands ; let them talk in the
newspapers or in public generally, and they can accomplish whatsoever
they wish. If each teacher would but give a tithe of her time, one
evening in ten, the public would soon be made to realize the truth.

There is still the old inbred feeling among us that it is unseemly
and self-seeking for teachers to go before the public and discuss
salaries and smaller classes. I tell you it is more unseemly for teachers
not to do so. Who knows the inner conditions better than they? Who
should be the educational experts if they are not? This would be no
more selfish on their part than for the expert in animal husbandry
to say to the rancher, ** Don't crowd your stock into small, poorly
ventilated quarters, nor attempt to raise more stock than you can well
care for, if you want the best results," or for the expert in agriculture
to say, **Give each plant room to spread and grow, and proper soil
conditions." When as much expert attention is given to child welfare
as is given to agriculture and animal husbandry this will be a different
world. Everywhere the people are asking, **What is the matter with
our public schools? Why are the children not more thoroughly
grounded in the fundamentals?" Yet who is trying to explain this
condition to the public? Who is urging the corrective?

In the struggle for greater democracy in educational systems, more
favorable conditions for the work of the teacher and the growth of
the child, there may be times when we shall need a fighting fund to
organize a flying squadron to come to the aid of teachers who have
dared to stand for the right, and with the backing of a large organiza-
tion they will be sure of success.

By organization we can secure tenure of office laws, so much needed
for the freedom and peace of mind of the teacher. But with security
of tenure we must have a merit system if we do not wish to encourage
and protect incompetency. We must not condemn the principle of
merit merely because we have never yet seen a merit system that was
fair and just. I believe that this is a corrective that must come from
within j that the teachers themselves, under the influence of higher
professional ideals will be able to formulate a merit system that wiU
be workable. We ought to be able to enlist a board of membership
of such dignity and reputation that its decisions would not be ques-
tioned, the purpose of which board would be to examine into teachers*
grievances, into the incompetency of teachers, and into the causes of
friction between teachers and principals. I believe it would be the
greatest preventive of incompetency and friction that could be in-
augurated. Something like this is being successfully done in Scotland
and on the Continent.

A democratic community has no place for teachers afraid to criticize
bad conditions or to suggest reforms, afraid of their superiors in
office. Yet as isolated individuals we are helpless, the public will not
listen. There must be a unity of purpose backed by united effort.
We must prove the solidarity of the teaching body of the state and

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ORHGOM TBAOHBIMI MONTHIiY 145

country. We must boost together if we wish to raise standards and
improve conditions.

The citizens of this country are in the midst of a i)eaceful political
revolution whose object is to place more and more power in the hands
of the people. As political intelligence grows we are striving to attain
greater democracy, more direct control of governmental affairs. In
indujErtry also the same revolution is taking place. The concentration
'of wealth in the hands of the few is showing more and more the
necessity for the common man's sharing in the control of great public
industries and utilities. A similar problem is arising in the educational
world and the teachers must meet it.

We are in the midst of educational surveys which are showing the
weak places in our school systems. Broad-minded educators who are
seeking the real causes that underlie these weaknesses are awakening
to the fact that the school has become one of our great modem
machines, a great educational trust under the direction of the modem
state; that our schools are governed by a combination of methods
derived from other institutions. Now of all great social enterprises
that of education requires the highest degree of co-operation; our
schools cannot be governed by a system borrowed from the army, all
orders coming down from superior officers, nor by a form adapted
from the church, nor by methods used in great industrial corporations.
They can only be governed as any great cooperative enterprise is
governed, by the recognition of the principles of democracy. Every
teacher must awaken to a consciousness of her individual responsibility
in the final results.

The real school is in the relation between teacher and pupils. Noth-
ing is more conducive to the growth and expansion of the soul than
contact with a stronger spirit than one's own. It is the most powerful
agency in the uplift of the world today. What a teacher is she teaches.
She must have a full stock of vitality, animation and optimism. Now
if anything will sap a teacher's store of vitality it is continual fear
and worry, nervous anxiety for the future, the anticipation of adverse
criticism, ceaseless striving to gain the approval of some person upon
whose recommendation she depends for tenure and increase of salary.
When every teacher feels free to say, "What I do must be determined
by the needs of my pupils," then will her teaching be successful. We
need an association which stands for the best instruction, the best
moral and ethical influence from its teachers, and that will stand
back of those teachers who are fearless in the right.

In England and on the Continent some school authorities and edu-
cational committees contain advisory representatives of the teaching
corps. They are proving that the introduction of new educational
schemes ought never to be undertaken without the help and guidance
of the teachers on whom the working out of the new ideas will fall.
Much friction is avoided as well as much waste and loss in attempting
to apply ideas not sufficiently thought out. In some cities in our own
country advisory council plans have been installed, by which the

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146 ORKGON TSAC^iQHS MONTffl.Y

teachers themselves through a representative council front their ranks,
are permitted to consult directly with the board of education and
superintendents. The powers of these councils are largely advisory,
but the possible influence has no limit.

Already throughout the land we can see the results of organization.
In many states teachers' association by united efforts have secured
pension provision, tenure of office laws, increased salaries, equal pay
for equal work, improved institute programs. This is only a be-
ginning. Careful observers are beginning to say that the work in
the lower grades with little children in the most plastic period of their
lives is mor<^ important than the work with more advanced students ;
a child's habits are fixed in that formative period, his love of knowl-
edge acquired then. That therefore this elementary instruction should
command sufficient salary to attract and retain experts, and not be
left as now to those who use the elementary grades as stepping stones
to other things. The elementary teacher should not wait for others
to urge this: no one realizes it more fully than she.

The recognization of the mother-teacher by boards of educations is
inducing many women to make teaching a career, with whom it would
otherwise have been only the temporary employment of a few years.
This will also tend to increase the professional spirit.

Seers in sociology tell us that the two great professions of the future
will be agriculture and pedagogy, the nurture of life and the training
for life; that law is only palliative and will decline with better soci-
ological conditions ; that medicine is only remedial and with our fuller
knowledge of the causes of physical ills is already losing ground ; that
the ministry is in reality identical with education when the highest
ideals of both are considered.

I believe that this organizing of classroom teachers all over the land
is not the ephemeral movement of a few leading spirits out for tem-
porary tangible rewards. It is rather like the first surface movement
of a great tidal wave of cons^cious responsibility; we may not fathom
its meaning nor forsee its future. We can only feel its power and
prepare to rise with it.

An economy that would take from any boy or any girl the op-
portunity to become the best possible man or woman is a false economy
and one that must be paid for by the public in some form, either in
loss of efficient manhood and womanhood or in taking care of these
undevelped or wrecked individuals through penal or other costly and
unprofitable institutions. — John H. Francis.

James Whitcomb Riley sang the song of the common folk and
sang it into their hearts. Unpractical in early life, judged by the
world standard, he later developed his vein of humor until it brought
fame and a competence. A century heniee people will be weeping arid
smiling as thoy read him, as they have done for a generatioli. He did
ot live in vain. — Oregonian.

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Our English Problem

By BOSA B. PABBOTT, Head of Engliali Department, Oregon Kormal School, and Secretary
of the Oregon Council of English Teachers

At the risk of being quoted as discussing a subject, all phases of
which have seemingly been exhausted and re-exhausted, I am going
to write on *'Our English Problem.'' For, despite the seeming ex-
haustion of the text, there certainly is something to be said and much
to be done in a subject where the results are as unsatisfactory as in
English. Why do our pupils emerge from the eighth grade using
errors that we attempt to eliminate in the first? There are many
different theories advanced to account for this anchronism but ti
causes most generally held responsible may be classed under the
general heads of social and psychological. To these I am going to
add a third and term it pedagogical. These pedagogical causes which
are responsible for the use of poor English, I believe are the most
important, for both the social and psychological causes would soon
cease to exist were the pedagogical removed. Therefore, I shall discuss
in this paper what I have termed the pedagogical causes.

1. Our grammars contain many rules and principles that were of
benefit to the Latin and Greek scholar but are of no immediate aid
to the English student. My first contention is that all rules and
principles that do not directly assist the student to use the English
lan^age correctly should be omitted from our grammars. My reason
for advocating this is, that since our extended study of grammar as
it is written has not appreciably improved our defective use of English,
therefore the prescription should be changed. The disease is still an
epidemic so let us, the physicians, change the medicine. All who have
thought about this subject agree that the use of good English is more a
matter of ear training than reasoning. Because of this I hold that
much of our grammar instruction should give way to language drills
in order that the English students' ears may be as keen to detect a
false construction as are the musicians' to hear a discordant note.
This brings me to my second point which I consider the most vital ono
in this discussion.

2. There is a popular bit of pedantry that says, ''Never allow a
pupil to sec or hear an incorrect form." In spite of this, children
are constantly hearing incorrect forms on tlie street and iii many
homes. Because of this constant hearing of the incorrect forms outside
of the school, the child should be taught in the school to correct the
incorrect form and the stamp of definite disapproval sliould be placed
upon the common blunders made. In order that this may be done ef-
fectively, I advocate spending a few minutes each day in quick drill
correcting the common errors heard.

3. Another popular pedagogical maxim is, ''Do not correct the

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148 ORBGOH TBAGHBRS MOHTHLY

child at the time he makes the error. Preserve and drill later." The
argument used by the advocates of this plan, and they are many, hold
that to correct the child at the time embarrasses him and destroys
spontaneity of expression. In no other subject do we pursue such
an iUogicaJ course. In mathematics we work for rapidity but never
at the sacrifice of accuracy ; so in English, let us work for spontaneity
of expression but never at the expense of correctness. And one of the
surest helps to correctness is to call attention to the error at the time
made.

4. Many of the errors in written work and much of the dislike for
it has been because the student knew nothing of the subject assigned.
In order to avoid this, oral work should always precede written.

5. Another cause for carelessness in written work has been the
length of the themes which inhibited care in detail. To avoid this,
have no written work over one page in length.

6. A third cause is, that too much written work has been required.
Have pupils write not more than one theme a week. (If you have
been accustomed to have pupils write for busy work, let them read
instead. If you can train your pupils to use their leisure in reading
good books and magazines, you have inculcated a habit that will be
invaluable to them and one that will be a pleasure and a profit during
their entire lives. The Joint Committee from the National Educational
Association and the National Council of Teachers of English, appointed
five years ago to investigate the instruction in the vernacular and to
formulate some plan for its improvement, have just brought in their
report. One of the items says, **One of the chief aims of the school
course in English is to establish the habit of reading good books and
magazines. Pupils should be encouraged to read freely during the
school period. Time should be allowed for this and credit given.")

7. Use Type Sentences for Punctuation, Capitalization and Construc-
tion. These are emphasized in our State Course of Study so the mere
mention of them here is sufficient as you already know their value.

In closing I wish to quote from Lord Chesterfield's ''Letters." He
says: **The first thing you should attend to is to speak whatever
language you do speak in its greatest purity and according to the
rules of grammar." These suggestions, if followed conscientiously by
the teacher, I believe will assist the child in speaking and writing
good English according to the rules of grammar and will be a potent
factor in developing that ''English conscience" so woefully lacking
in the average American child.

"The best kind of information begins at home. The man who
knows the history and romance of his own region is a delightful
neighbor. He who is familiar with its fields and valleys; knows tLo
value of its flocks and herds, its orchards and waving fields; has a
part in its marketplace and its caravans ; supports its institutions and
loves it all — he is a king — ^the only monarch in a republic." — Joseph
E. Daniels, Librarian, Riverside, California.

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The Junior High School

By W. B. BUTHBBFOBD, £iif«M, Onfmi

Not long ago a ladj telephoned to me about the school work of her
young daughter who was just entering high school. She was very
anxious to select the course which would best fit the girl's needs
and the future plans for her education. After we had discussed the
matter, taking into consideration the girl's plans, likes, dislikes, and
aptitudes, and decided upon what we thought to be the proper high
school course for her to take, the lady said, **I feel that this is the
first time my girl has ever been considered an individual so far as her
school work is concerned. I wish we could have had the junior high
school two years ago so that we might have considered her an
individual then and made her work more closely fit our future plans
for her." To my mind this woman came more nearly to the heart of
the reason for the junior high school than many learned educators
who have written long articles upon the subject.

Many educational writers have expressed surprise at the tremendous
growth of the junior high school movement during the past three
years. It seems to me that the reason for this rapid growth is the
same as that for any movement which provides a solution for a long
felt need. The junior high school is the solution for a problem which
troubled both parents and teachers for centuries before learned peda-
gogues had done much writing upon the problems of pre-adolescence,
for the boy or girl of twelve and thirteen has been a serious problem
in both the home and school. With this age has come new interests,
new problems, new difficulties which made it hard to treat the child
as in the earlier years of childhood, if either parent or teacher is to
avoid serious mistakes and serious misunderstandings. A twelve or
thirteen year old boy or girl does not fit in smoothly with home con-
ditions which have seemed to fit the early childhood years, and does
not fit in smoothly with the same rigid unvarying treatment that the
school affords to pupils of the lower grades. Here is where the parent
most often feels the restless boy or girl losing sympathy with home
conditions and home restraints unless those conditions are adapted
to meet the new needs, and here is where the teacher finds a growing
impatience with school requirements. So often is this true that we
have come to speak of the ''deadly seventh grade" where so many
pupils form serious problems for the school, and where only the strict
enforcement of the compulsory education law holds many boys and
girls in school.

The junior high school is an organization which seeks to take into
consideration this problem of pre-adolescent youth — an organization
which tries to fit itself to the needs of boys and girls who range from
twelve to fifteen years of age, holding the best features of the early

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150 OREGON TEACHERS MONTHLY

grade work and drawing down such features of the high school as
are best adapted to pupils of this age. Its organization permits more
of liberty than that of the ordinary grade 'school and less perhaps
than that of the high school. Its course of study breaks up the old
unvarying line of subjects of the grade school, but it is not quite so
freely elective as that of the high school for there are common subjects
here which must be adhered to in order that boys and girls may meet
the situations in life which every citizen will experience. Its social
interests will be those most attractive and best adapted to boys and
girls of this age, and its dealing with individuals shall in every way-
keep in mind the age of its students and the problems common to this
period of life.

The course of study of the junior high school should provide for a
full development of boys and girls from twelve to fifteen years of age
and provide for the varying interests which develop at this time. It
should provide for trying out the interests and capabilities of pupils,
helping them to find themselves before entrance to the high school. I
believe that a great deal of variation in the courses may be worked
out within required subjects themselves. The English for instance
may be divided into sections, in one of which the oral element may
predominate for the benefit of those who have capacity and fondness
for this work as well as for those who are in special need of it. In
another section of the same subject the written composition may pre-
dominate for those with special talent in this line which should be
emphasized and for those in particular need of drill in written work.
In another English section the literary element may be made the
principal feature of the work, and so on. In one section in history,
current events may form a leading part ; in another, local history may
be featured, while in both sections the boys and girls will get the main
facts of American history which should be the common possession of
all American citizens. In mathematics, elementary science, geography,
and other subjects variations may be made in different courses and
the pupils grouped according to their interests and needs, thus forming
a good deal of variation within the limits of the common subjects
required of all. Besides these variations in the common subjects there
should be other elective subjects offered to help provide for varying
aptitudes and needs. Modem languages are among the best electives
for these grades for there is no longer any doubt of the advisability
of beginning a study of foreign languages at an early age. Subjects
such as printing, typewriting and agriculture should also be provided.
My own opinion is that art and music should be elective subjects in the
junior high school, for while I believe it advisable for a great majority
of boys and girls to continue these subjects, I also believe that students
having a decided inability or dislike for either, get little cultured value
from it at this age.

The junior high school will soon develop a new type of teacher, for
the successful teacher in this work must possess characteristics in
addition to those demanded by either grade or high school. The

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ORBGON TBACHBRS MONTHLY 151

departmental plan of the junior high school will demand that the
teacher be well prepared for his or her particular subject, but with
pupils of this age it also demands a deeper sympathy with personal
problems, a deeper interest in pupils as individuals than is usually
found among high school teachers. This teacher should be able to
see not only the work of the preceding years which form the pupil's
equipment, but should see as well the work of the high school for
which this must prepare. The training of the junior high school
teacher Should be broad and yet it should prepare for the definite
problems to be met for the matter of methods must play a greater
part in this work than in that of the high school. Perhaps a thorough
Normal course with farther work in university or college would be
an ideal equipment for the junior high school teacher, although we
occasionally find that this same breadth and power to teach may come
from varied experience and careful reading on the part of any con-
scientious teacher. Above all the teacher who will be most successful
in the junior high school must be quick to respond to the feelings and
interests of pupils of this age. There is no field which offers more
attractive w^ork for the teacher especially trained or fitted by per-
sonality and experience for success in this work.

The material equipment of the junior high school has much to do
with its success. The building and its classrooms need not be so pre-
tentious nor so elaborately equipped as in some of our palatial high
schools, but it should be definitely planned for the purpose. The
library should be more complete than in the ordinary grammar school
for the special teacher of a subject will have the skill and time to
make a greater use of books than the teacher of numerous subjects in
the ordinary grammar grade. Scientific equipment will be used here
to a greater advantage by the teacher well prepared for her work.
Facilities for vocational and pre-vocational work of definite kinds
must be here if the school is to fulfill the true purpose of testing out
its pupils. The assembly room should not be lacking for there must be
the cohesion and school spirit, which is promoted by frequent assem-
blies for opening exercises, literary and musical programs and student
body activities.

The problem set before the junior high school and its teachers is a
large one if they are to fulfill the true purpose of the organization.
They must create an atmosphere specially fitted for boys and girls of
this age. They must provide for the new interests and take care of
the special problems that develop at this time. They are to take the
pupil from the hands of his classroom teacher at the end of his sixth
school year, change his methods of work so gradually throughout the
next three years that he will not at any time be seriously confused,
and at the end of his ninth year turn him over to the high school, a
capable, self-reliant high school student. The ideal is a high one, but
I confidently believe that well organized junior high schools have
already gone a long way toward approximating it.

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Autnnm Fires.

The maple glows in crimson, and the birch in rarest gold,
And a blaze of amber beauty wraps the beeches in its fold —
Still the mystic torches touch them, in the evening calm and cold ;
And the autumn fires are burning on the hill.

There's a drowsy stillness dwelling within the air at noon;
There's a haze along the valley, beneath the midnight moon;
Strange voices swell the chorus of the rivulet's soft croon;
And the autumn fires are burning on the hill.

All golden are the daytime hours, and silver is the night ;
The harvest hills are teeming, and the harvest stars are bright,
And a pledge of peace and plenty breathes through the glorious light.
And the autumn fires are burning on the hill.

— ^Herbert L. Brewster.

The Better Way.

He serves his country best
Who joins the tide that lifts her nobly on;
For speech has myriad tongues for every day,
And song but one ; and law within the breast
Is stronger than that graven on stone ;

There is a better way.

He serves his country best
Who lives pure life and doeth righteous deeds.
And walks straight paths, however others stray,
And leaves his sons, as uttermost bequest,
A stainless record, which all men may read ;

That is the better way. — Susan Coolidge.

The Plea.

Lord, when the evening closes, and I stand
With eager, fearful hands toward heaven's far shore,

Bring me no gift of roses, as the sand
Buns out, to run again for me no more.

But give me one clear hour at close of day.
And whisper, as the darkling shadows fall.

The names of friends I lost along the way.
The faithful friends I can no more recall.

And while their names upon my lips are set,
Oh, speed the silent tides that I must stem.

That ere again I slumber or forget
I may begin my eager quest of them.

j# — ^Harper's Magazine

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Oregon State library

By OOBNELZA MARVHT, Ubrmrlan, Oregon State Ubnry

Several teachers have asked for
titles of magazines for tlie use of
children in the grades, and the fol-
lowing suggestions made by the New
Jersey Public Library Commission
may be of service to others who are
interested in this subject: Aeron-
autics, Bird-lore, Boys' Life, Bvery-
land. Little Folks, Popular Mechanr
ics, St. Nicholas, Scientific American,
Something to Do, Wohelo Magazine,
Youth's Companion.

m m •

For high schools the few very best
magazines, aside from those needed
by departments, such as the Manual
Training Magazine, The English
Journal, etc., are possibly those given
in the list below: The National
Geographic Magazine is equally as
interesting for the grades; The Read-
ers' Guide to Periodical Literature
should be in either high school or
public library in every town, as it
serves as a subject index to all the
best magazines. The magazines rec-
ommended for high schools are:
Atlantic Monthly, Independent, Lit-
erary Digest, National Georgaphic
Magazine, Outlook, Popular Mechan-
ics, Readers' Guide to Periodical Lit-
erature, Review of Reviews, Scien-
tific American, Scientific American
Supplement, World's Work. Some of
the magazines are offering each
month some aids to their use in
high schools; the Popular Science
Monthly, for instance, advertises a
prospectus explaining the principles
involved in the inventions described

in the issue.

m m •

Teachers of civics and agriculture
will find it profitable to add to their
libraries certain documents which
^ve material on the resources of
Oregon, and others on its govern-
ment and institutions. Some of the
most useful of these are: Labor
Commissioner's Report and Labor
Laws (apply to Commissioner), Blue
Book, Road Laws, Election Laws,
etc. (apply to Secretary of State),
Fire Prevention Bulletin (apply to
Insurance Commissioner), Summary
of Industrial Accident Law (apply to
Industrial Accident Commission),

Proposed Constitutional Amend-
ments, or "Voters' Pamphlet" (apply
to Secretary of State), Proceedings
of the Horticultural Society and the
Report of the Board of Horticulture
and the Oregon Almanac may be had
from the Oregon State Library upon
receipt of necessary postage. State
Library will send all the documents
to anyone who will refund postage
upon receipt.

• • •

The State Library will send to any-
one upon request the "Index to Short
Stories" and the "Geography Index"
which will help to find the library
books adapted to the work suggested
in the course of study. The "Picture
Study Index" for the same purpose is
out of print and cannot be distrib-
uted, but will be loaned to anyone
who wishes to use it. Index to the
history material and notes on some
of the new books adapted to geog-
raphy work will appear in the next
number of the Oregon Teachers
Monthly.

• • •

The request has come for material
for the eighth grade on the Federal
Reserve Board and Postal Saving's
Banks. This will be found in the
World Almanac, which should be in
every school library and should be
consulted for all current material.
The American Yearbook which is in
the state hi^h school list also gives
summary of the important recent
legislation.

* * •

The State Library will lend to any
high school or to any public library
for high school use groups of books
for work in history, economics, Eng-
lish, mathematics, science, or any of
the studies for which these groups
may profitably be used. Loans are
made for three months. Application
should state the work to be done dur-
ing the three months and the books
available locally. Selections may be
made from the state list, or from any
other source or bibliography.

* m •

The State Library does not loan to
anyone who applies for them the
works of Harold Bell Wright for use

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OREGON TBACUERS MONTHL V

in high school English. It prefers to
refer the applicant to Atlantic
Monthly for June, 1915 wl>ich:.cpn-.
tains Mr. Owen Wister's " article on
**Quack-novels and Democracy,"
from which the following quotations
are taken: "Lastly — like the quack-
medicine — the quack-novel is (most-
ly) harmful; not always because it is
poisonous (though this occurs), but
because it pretends to be literature
and is taken for literature by the
millions who swallow it year after
year as their chief mental nourish-
ment, and whose brains it saps and
dilutes." "The Eyes of the World
gathers into its 464 pages all the ele-
ments, I think, of the quack-novel;
one element appearing rather more
conspicuously than in any of Mr.
Wright's preceding stories. This is
the sensuous suggestion, the carnal
pre-occupation, somewhat frequent
(but scrupulously pious) reference to
illicit sexual relations. The plot
concerns eight or nine principal char-
acters, and these are all (except
one) taken, without a change in so
much as a hair of their heads, from
the closet where melodrama keepa
its most battered and shop-worn
puppets."

* « •

The State Superintendent of Cali-
fornia suggests interesting questions
for grade debates: (Sixth grade)

Resolved, That drawing is of greater
value than music. (Seventh grade)
.Resolyed, .Tpat fishery is of more
importance than grazing; Resolved,
That on the whole the New England
colonists treated the Indians fairly;
Resolved, That it would have been
better for America if the French had
won in the French and Indian War;
Resolved, That the invention of the
cotton gin did more for humanity
than the invention of the steamboat.
(Eighth grade) Resolved, That the
War of 1812 was, in results, an
American defeat; Resolved, That the
use of the metric system should be
made icompulsory; Resolved, That'
Clay was a greater statesman than
Webster; Resolved, That Edison is a
greater belief actor than Burbank;
Resolved, That the Mexican War was
unjustifiable; Resolved, That there
should be a law against the sale of
fireworks (explosives) to inexperi-
enced persons; Resolved, That a veg-
etable diet is more healthful than a
meat diet, (for girls); Resolved,
That irrigation produces better fruit
than rainfall; Resolved, That simpli-
fied spelling should be made com-
pulsory by state law.
« * «

The G. & C. Merriam Company of
Springfield, Mass., will send upon
request helpful booklets and folders
on the use of the dictionary.

Some Boy Problems

By A FOBTIiAKD OBADE TEAOHEB

Can the old or overgrown back-
ward boy be profitably kept in the
grades until he regularly finishes the
work? We all find boys who ar^
struggling along, often half hearted-
ly, unable to do satisfactory work in
one or all of the major subjects.
They are anxious to leave school and
go to work, but their parents wish to
keep them in school. Sometimes
they are there only because they are
not quite old enough to quit school.
What we can best do for such boys
is always a perplexing question. A
few terms ago in September we found
a group of such boys in an 8 A class
and they failed to do the required
work, some through indolence, some

from lack of ability, and some, un-
fortunately, from the effects of to-
bacco. At the end of the term we
could not promote them, and, most
of them being old enough to leave
school, were determined to do so.
We had no ungraded class room, but
persuaded them to stay with us for
another term in a special class (into
which we received a couple of boys
from other rooms) but working in
the same room with the regular 8 As.
One of the boys would leave scbool in
June, three would enter trade scbool
the next year, while two wisbed to
make up their grades to finlsb with
their class and enter high school. We
gave to each, as we could, the tbings

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OREGON TBACHERS MONTHLY

most essential for what they wished
to do, and that would make for good
and intelligent citizenship. . ;

From such students 'hHlllant * re-*'
suits were not to be expected, but the
interest and incentive shown were
very g^ratifying, as well as their gen-
eral attitude toward school-room
life. They seemed to realize as never
before a real personal interest in
them as individuals and that we were
working for them, not for "readin',
•ritin' and 'rithmetic." To be sure
there were many discouraging days
during the five months, but they all
proved worth while. The boys car-
ried out their plans, two of those en-
tering the trade school doing a good
year's work, and coming back to us
occasionally for help. At the be-
ginning of the second term one of
the boys came with his algebra, say-
ing. "My professor said this was pret-
ty hard, and he didn't know whether
I could get it or not, but I told him
I'd take it to my teacher out there
and she'd help me. I'd get it all
right." It was with the greatest
pride that they brought their re-
port cards to us to see how they
were doing. They knew us as their
friends.

Then there is the boy who comes
to school chiefly for the fun and the
athletics. School is a very secondary
matter, and he will get as much fun
and little work out of it as is pos-
sible. John was not a good worker
in the class room, nor was he a quick
student, so his work was poor. In the
garden work the teacher discovered
a fund of common sense in common
things and a helpful spirit which she
wished to follow up. She secured
work for him for the summer vaca-
tion on the home farm, and during
the summer they became very good
comrades, working, playing, reading.
and talking together. The farm life
did for him what it will do for any
active, growing boy, and he returned
to school in September better physic-
ally and mentally than he left it in
June.

The spirit of comradshlp continued
thronsh the school year to the ad-
vantase of scholarship and deport-
vient^ and he returned to the farm
for another summer. The following
February he finished grammar
school with the highest rank of any
boy in his class, and entered high
school. Before another vacation he
had a position where he was making

good, and there were a number of
applicants for his place on the farm.

4 ^^?]f who .^as not very rugged
and who had neVer been on a farm,
was chosen and the many new ex-
periences made him in many ways a
changed boy. It was an event to
him when he could hitch and unhitch
the horse and drive it alone, though
at first he took no special interest in
the horses. The summer wasn't long
enough, however, for him to learn to
milk a cow, although he tried. His
ability to eat and sleep became what
it should be for a healthy boy, whicu
was not the case when he came. If
every boy could spend at least his
vacations in normal farm life what
a boon it would be for the boy, and
many farm homes can well afford the
care of the boy with wage enough to
give him a feeling of responsibility
and self respect. The regularity of
daily life lived out of doors with
definite work to do, and a fellowship
with the boy and sympathy with his
thoughts and doings, bring to the
surface all of the best manhood in
him.

And the greatest good is not for
the boy. Many are the things we
may learn of the life and viewpoint
of the boy that are very good for us
»to know, while the joy of receiving
his confidence and real companion-
ship are more than recompense for
all of the effort expended.

The Portland Parent-Teachers As-
sociation has taken unto itself the
task of creating public sentiment in
favor of municipal garbage gather-
ing, thereby hoping to reduce the
city's death rate among the babies of
the poor.

It is better only sometimes to be
right than at all times to be wrong.
Before I resolve to do one thing or
the other, I must gain my confidence
in my own ability to keep my re-
solves when they are made. — Lincoln.

A Warning.

At the beginning of 1917 all
subscribers to Oregon Teachers "

n Monthly whose subscriptions [\

are one year or more in arrears

will be dropped from the list.

• All such are urged to make
payment at once so as to be

I placed in good standing.

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A Sixth Grade Reading Clan

By ICABOABBT KONBOB, PoxUand, Oxtgmi

It was the study period for reading
in the sixth grade class. They were
all sitting in order holding their
books but with the exception of about
10 per cent they were not studying.
These of the 10 per cent did not need
the study; they were excellent read-
ers, ambitious for marks nearing 100
and willing to work hard for them.
Why were the 90 per cent so listless?
During the arithmetic study period,
day after day» they worked hard;
they applied themselves with energy
to geography and language; even
spelling was tackled with more en-
thusiasm than was gi^en to the read-
ing. And it was the same no matter
what hour the reading period came;
it could not be that they were tired.
The teacher walked down the aisle
and stopped back of Jane's desK.
The book was held open to the story
of Maggie Tulliyer; that story should
have interested a bright little young-
ster like Jane. One hand held her
book, the other her stock of pencils
and also her interest. The teacher
leaned over the desk: "Don't you
like Maggie Tulliver?" she asked.

Jane's face glowed: "Oh yes, I
read this story last year when I first
got the book. I don't like her cousin
at all. She always did everything
Just so." Presto! The whole class
were awake.

"Why, Miss ," said Tom.

"Jane is a tomboy Just like Maggie
was!"

"All the girls in this school are
like Maggie," declared Gerald. "The
little cousin must have been an old-
fashioned girl. I don't know any
that are like her."

"How many in the class like Mag-
gie Tulliver?" All hands went up.
It developed most of them had read
the lesson four or five times. When?
Why, the first week they had owned
the books.

"For the next month," announced
the teacher, "you may choose your
own reading lessons. Each may read
what he pleases. I advise you to start
with the story or book you yourself
like best. If the story is long, be
ready to tell part of it and, then, read

the more interesting part to the
class. Tou may take articles from
magazines, St. Nicholas, Current
Events, Youth's Companion, or books
yon have at home, or get from the
library. Any who wish to recite
poems instead of reading, may do
so."

"Don't we have to read out of our
readers?" asked a youth who with
the persistence of inertia had suc-
ceeded in not doing so for several
months.

From that time the most enthusi-
astic and popular hour of the day
was the reading period. It was sur-
prising the amount of reading that
could be done in half an hour's time;
and how they enjoyed it.

One day the daily program was in-
terrupted by a speaker from outside
the school. The evident admiration
of the boys for the brisk clean-look-
ing business man who addressed
them was evidence to the teacher
that the visit was of value but it had
taken a little time and she announced
they would omit the reading for that
day. Oh, the disappointment in the
children's faces!

"If we get all our lessons and tlien
if there is time can't we have read-
ing?" asked Emil, who usually found
a way of getting what he wanted.

"Certainly if you can do it, and I
hope you will. I would miss the
reading myself," was the teacher's
answer. And it was the truth.

There were frequently suri^rises
for the teacher in the choice of the
children. The fourth class in the
same room begged to be allowed to
have the same kind of reading les-
sons. One morning a very bright
little girl, in fact one of the brightest
the teacher had ever had the privi-
lege of teaching, came to her.

"Miss

I've such a good

story to read. It's Just the best
story!"

The teacher had confidence in this
child's discrimination as to what was
an interesting story, so she did not
look at the book Mary held, but said:

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OBBGOH TBAOHIBRS MONTHI<Y

157

"That's fine! We'll have you
read it."

The choice proved to be a sense-
less, as far as meaning of words was
concerned, Jingle of words and tones
but with rhyme and rhythm. The
rhyme and rhythm was all that could
have appealed to the child. There
was no story in it and hardly a sen-
tence. But Mary read it with Joy
and with the most perfect confidence
that the listeners were also enjoying
it. It suggested to the teacher the
possibilities that lay in utilizing chil-
dren's love of rhythm.

A number learned and gave recita-
tions in place of reading. The fourth
class gave a play about David that
they had written. There was nothing
they liked better than humorous
stories. The first of this kind was
chosen by a bright boy and most en-
tertainingly read. It was a collection
of short stories by E. Parker Butler,
famous for "Pigs Is Pigs." This was
followed by "A Slow Train Through
Arkansaw." Abe, who brought this,
was afraid I would rule it out for it.
was in a paper cover. "Helen's
Babies" appeared next. We blame
adults for having no sense of humor,
but do we take the proper steps to
develop this highly valuable mental
quality in the children?

Of the longer stories that were fav-
orites with them were: Robin Hood,
Forest Castaways, Anne of Green
Gables, The Lost Prince, The Secret
Garden, The Knights of King Arthur,
and The Lance of Kanana. Numer-
ous short stories, fairy tales, fables,
animal stories and adventure stories
were read, in a short time.

Histories and information articles
were read silently and reported to
the class. This was done in con-
nection with geography and lan-
guage. The assignments were dis-
tributed so that every child had a
part according to his ability. The
report was asked for because we all
wanted to know something; for in-
stance, we were studying cotton.
Myrtle had lived in Oklahoma; the
class asked her a lot of questions
about it. She did not know, but she
said she would ask her mother that
night and tell us the next day.

One day Napoleon was mentioned.
One of the boys wanted to tell us
about him. We told him to look over
his books again that night and to
see how much he could tell us in five
minutes' time the next day.

After a few weeks the teacher
asked them if they did not want a
record of the books each child had
read kept. Of course they did. So
in a big book the pupils' names were
entered, each on a page by itself.
Under the name was put the names
of the books or parts of books he
had read during the month. A few
skillful questions easily tested the
truth of their assertions as to their
home reading. Each student kept
his own page in the ledger. This was
easily managed with a filler note-
book, and it gave them practical les-
sons in spelling, language and pen-
manship, for they were anxious and
ambitious about the appearance of
the pages. Then each was given an
opportunity to place a review of a
book In the ledger. Credits In lan-
guage for report cards were offered
for a good review. This brought up
the question of what was a good re-
view. The talking they did to this
point was profitable.

Not only were the children enjoy-
ing the reading, and doing an im-
mense amout of it, but they were
learning to read. They were reading
with life, interest, expression. Onc«
in a while, not at a regular reading
period, but when they needed a little
change, a game was played. The
pupils were supplied with a new
page. They were given a few min-
utes to read It silently. The books
were closed. A number of questions
on this page were on the blackboard.
Leaders were appointed; they chose
sides. No. 1 on the first side
answered the first question. No. 1 on
the other side improved the answer
if he could; if he could not he took
the next question. If No. 1 on the
second side had improved the answer
No. 1 on the first side gave, then No.
2 on the first side took the same
question if he could better the
answer. The game never lasted more
than 10 or 15 minutes. The test of
correctness of the answers was how
near they were to the exact idea of
the page. Any unfairness, dishonesty^
etc., counted them out of the game.
As a rule, the boys played a better
game than the girls, though the lat-
ter answered the questions correctly
as often as the boys. But the boys
were quicker at making the most of
the rules of the game and detecting
mistakes.

One day the class was asked If the
ability to read was of much value. A

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158

ORJBCN>lV TBACHBRS BIONTHLY

short history of writing and the
alphabet Interested them immensely,
especially the part dealing with pic-
ture writing. They loved the illus-
trations of the picture writing of the
Indians and the Chinese, and enjoyed
making them. The class was given
as a problem the task of finding out
if our alphabet was taken from pic-
tures. If so, why did we have so few
letters when the Chinese had so
many? For what did each letter
stand? They were asked not to ask
anyone but to think out the answer.
Later the Scientific Alphabet used
in the Standard Dictionary and
"promulgated by the American Phil-
ological Association" was explained
to the class, but they were not drilled

in it or asked to learn it. * It was
suggested that a better alphabet than
the Scientific Alphabet might yet be
invented, perhaps by one of them.
They cast a unanimous ballot for
phonetic spelling. Even Lily, who
held the proud record of not having
missed a word during the term,
thought it a sensible plan. So much
simpler are children's views of life
than their elders'.

Short, snappy drills in words con-
taining the different vowel and con-
sonant sounds were used occasional-
ly to improve enunciation.

For many years the problem of
how to interest a class in the read-
ing lesson had seemed to be without
an answer, but at last it was solved.

A Symposium on Speech — ^A Review

By B. B. STAUFFBB, Willainette University, Satom, Oregon

At the request of Prof. Clapp, vice-
chairman of the Committee on Ameri-
can Speech, I wish to call attention
to a symposium that appeared in the
April issue of the Journal of Oph-
thalmology, Otology, and Laryngol-
ogy. Every teacher in the state and
everyone having to do with public
affairs should by all means obtain
a copy of this symposium which is
now available in reprint. While it
was prepared under the supervision
of a committee appointed by the Na-
tional Council of Teachers of Eng-
lish, a glance at the list of contrib-
utors immediately discloses that the
sublect is no mere whim of English
teachers and instructors in public
speaking. Many men of various call-
ings are deeply concerned about
American speaking habits and con-
ditions. Among other contributors
are George B. Rice, Professor of
Laryngologv, Boston University
School of Medicine, Frederick B.
Noyes, Professor of Orthodontia and
History in the Dental College of the
University of Illinois, Shirley Gan-
dell, Cosnioi)olitan School of Music,
Chioqgo, Otis Skinner, actor, Bryn
Mawr, Pa., John W. Bradshaw, Divi-
sion Traffic Supervisor of Chicago
Telephone Company, W. B. Towsley,
Superintendent of Efficiency and
Welfare, Marshall Field and Com-
pany, Chicago.

A reform of American speech is
being urged for three principal reas-
ons: For the sake of health; for
the promotion of greater business
and social efficiency; and on esthetic
grounds, for the pure pleasure that
a good speaking voice gives. Most of
us realize that our own speech is not
perfect; probably few of us have
much conception of the enormous
problem as it is known to specialists.
Dr. D. J. McDonald speaking of New
York City says: "A study of speech
conditions in our public schools
shows that 200,000 of the 800.000
are afflicted with stuttering, mum-
bling, lisping, or foreign accent."

If may be no news, as Prof. Clapp
says, to hear "that the standard of
speech among Americans is the
worst in the civilized world"; but It
is none the less startling. He goes
on to say: "American utterance is
a slovenly thing, as compared with
English, French, German, Italian.
Spanish, Russian, and South Ameri-
can. American voices are strident
and harsh. We used to regard the
fact as a sort of good joke, to regard
concern about it as a special mark of
the high-brow, the dilettante. Vast
numbers of our people view the mat-
ter in this light still.

"Many, though, have come to real-
ize that our vicious speech habits
are a serious handicap to national ef-

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ORBOOlf TEACHERS IffONTHI^Y

169

ficiency. They impair the speed and
accuracy of communication, in busi-
ness as well as in social life; they in-
crease our liability to disease. Or,
to put it the other way round, a gen-
eral insistence on decent speech —
distinct utterance and clear quiet
tone — would not only make life
more pleasant but would enable us
actually to talk faster and be under-
stood more easily, in all our business
dealings. It would lessen disease,
because it would promote better hy-
giene of the vocal tract — mouth.

nose, throat, and lungs — among all
persons, and because it would lead
to the detection and correction of
thousands of physical irregularities
which now go unhelped and almost
unnoticed." But this is sufficient
quotation. Let every teacher read
the symposium in its entirety and
Join in giving the movement the
widest publicity.

Reprints of the symposium may
be had of the Nelson-Schram Com-
pany, 14 Devereux St., Utica, New
York. Price 25 cents.

City Superintendents' Department

Bdit«d by GBOBOB W. HUG, McMlxmTlU«, Oregon

Baker schools opened September
4 with an enrollment of 1303, ah in-
crease of 131 over the first day of
last year. Ella Moulton, Ruth Peters,
and Charles W. Frost are the new
teachers in the high school. All the
principals were re-employed. Sys-
tematic physical education with ath-
letics so as to reach all the pupils in
the grades has been employed. The
Beacon system of primary reading
has been adopted.

LaGrande schools began Septem-
ber 11 with an enrollment of 1160
which is practically the same as last
year. The late harvest has delayed
many pupils from registering the
first day. R. A. Wilkerson, former-
ly at Meachem is principal of the
Greenwood school. The new instruct-
ors in the high school are A. C.
Hampton, principal; Harold Mason,
manual training; Naomi Kirtly, oo-
mestic science; Jay Fulkerson, math-
ematics; Royal F. Niles, history, and
athletics; Jewell Tozier, mathemat-
ics and girl's gymnasium. Some of
the new ideas inaugurated are:
Physical training for girls, enlarg-
ing the manual training work-con-
crete and carpentry added, competi-
tive tests in the grades.

Ashland schools opened with an
enrollment of 903, an increase of 4i»
over the first day of last year.
Among the new instructors in the
high school are Henreich Heiden-
reich, E. T. Hollowell, Grace Lelly
and Margaret Anderson. The junior
high school has been organized. Hot

lunches at noon are given and a
course in Electricity offered.

Marshfield public schools began
September 5 with an enrollment of
650. A. C. Morrison is the new
principal of the high school. Other
new instructors are: August Wil-
man, physical training; Emily Maud
Hooper, Latin; Ruth Hogan, com-
mercial; Bersu Elliott, music; and
Marian Mabeer, domestic science. On
Friday afternoon 30 minute as-
semblies are held in the grade build-
ings. Topical and problem investi-
gation work in history, geography,
hygiene with co-operation of all the
agencies. French has been added to
the high school course.

The Bend schools opened with an
increase of 50 per cent over last
year. A full four years' commercial
course has been installed in the
high school. Credits are given in
current history. A one-story build-
ing is in the course of construction.
Stores and churches are being used
as schools for the present. F. Thor-
darson is the new superintendent
and Eric C. Bolt the new grade prin-
cipal.

Salem public schools opened with
an enrollment of approximately 24 00
pupils. This is a slight decrease over
last year, mainly due to the lateness
of the season; many pupils did not
report until the second or third
week. The new instructors in tiie
high schools are: Leland Knox,
Elizabeth Macleay, Rex Putnam, Nell
Sykes. Ethel K. Hummel, Ermine E.
Mushnell.

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160

ORBGOM T1SAOHBR9 MOHTHIiT

Eugene schools opened with an en-
rollment of 1750, a decrease of 122
over last year. Several new high
school Instructors have heen em-
ployed this year; they are as follows:
E. E. Moining, commercial; Guy E.
Dyar, head of English department;
W. E. Millikin, mathematics and ath-
letics; Charlotte M. Ballard, physical
training; Donald S. Robey, manual
training; Willetta Moore, domestic
art; A. G. Smith, physics. Miss Ida
Patterson and Mrs. Ida O. Sias are
the new grade principals. O. H.
Jones is principal of the new In-
termediate school consisting of the
seventh and eighth grades. Supt
Rutherford and Elementary Super-
visor Ida Mae Smith have worked
out a new course of study for the

grades. The Washington grade
school consisting of six rooms and a
covered play ground was opened this
fall. The new junior intermediate
school is also a new building.

Newberg public schools opened on
September 25, with practically the
same enrollment as last year. D. L.
Cook is the principal of the high
school and C. L. Vanwormer is prin-
cipal of the grade schools. The new
high school instructors are: S. W.
Amey , Miss Elma Paulsen, Miss
Marguerite Harden, Miss Elsie Lee,
W. R. McNair, Miss Cora Trumar.
Miss Winnie Shields.

The Beacon System of Reading
has been adopted at Baker, Lia-
Grande, The Dalles, Ashland, Eu-
gene, and McMinnviUe.

Vocational Edocatioii Department

Edited by B. E. OOLOTSTEK, Pendlotoii, Oregon

Field Notes.

The examination held in June-
July for special certificates seemed
to find a number unprepared. The
state superintendent of public in-
struction, J. A. Churchill, writes la
reply to a letter asking for informa-
tion: "From the information re-
ceived in this office not mora than
25 per cent of those who presented
themselves for the examination
turned in their manuscripts. Of those
who finished and turned in their
manuscripts not more than 25 per
cent received certificates."

At last accounts there were still
vacancies at the following places in
manual training: Enterprise. Lake-
view, Heppner. These vacancies
were not caused by a failure to pass
the examination, but on account of
slow action on the part of the ad-
ministrative body of the school dis-
tricts.

The following O. A. C. people are
employed in Oregon to teach manual
training: Paul Amort, Salem; A. O.
Archbold, Grants Pass; Lloyd H.
Blakley, Medford; Heinreich Heiden-
reich, Ashland; George O. Leo, Red-
mond; Zena Mettle, Alsea; O. G.
Reeves, Marshfield; Frank H. Stru-
ble, Klamath Falls; A. E. Turner,
Junction City; Harold W. Turner,

Salem; E. F. Underwood, Estacada;
Harold Mason, LaGrande; Wm. D.
Allingham, Athena; Luther A King,
Tillamook.

Donald L. Robey, who has oeeu
for the past two years in the Palouse,
Washington, high school as teach'sr
of manual training and dlrecto? of
athletics, has secured the position as
supervisor of manual training In Eu-
gene. C. T. Mudge, who has been in
Eugene for two years has secured a
position in California.

J. W. Motley, who was at Heppner
last year, has secured a position in
Cripple Creek, Colorado, as head of
the manual training. As this is a
$1200 position Motley made rather a
good move.

A few of the O. A. C. men 90 into
other states. Brewer A. Billie teach-
es manual training and coaches the
athletics in Hoquiam, Washington;
Ray E. Gk>ble takes charge of the
manual training and athletics in a
union high school at Fortunla. Cali-
fornia; John M. Hamilton will teach
manual training and agriculture in
Harrington, Washington; Martin A.
Schrieber will handle the manual
training, German, and some agri-
culture in the schools at Orifino,
Idaho; A. W. Wheeler will have
charge of manual training and boys'
and girls' club work at Wapato,

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ORBGON TBACHBRS MONTHLY

181

Washington; E. W. Heckart will
look out for the manual training
work and do something in mathe-
matics in Odessa, WashingCon; Carl
W. Morgan gave such satisfaction by
his work in manual training for a
part of the past year that his work
was made less and his salary elevat-
ed from $900 to $1200 for the school
year.

Harvey Watson, a graduate t\om a
Missouri State Normal and from tbe
Stout Institute, has beei? employed
as an assistant for PhilUu Parcher
in the manual training department
of the county high school at The
Dalles.

Oregon Agricultural College has
placed 22 people as teachers of man-
ual training this year. The mini-
mum salary is $75 paid to Miss Met-
tle at Alsea. The maximum salan
is $1200. The average monthly sal-
ary is $100.35.

Miuiiial TnUning at PendQeton.

The course of manual training for
the high school and the eighth grade
classes is so planned that during the
fall and spring of the year, when the
weather permits of outside work,
these classes, except the classes in
gas engines and forging which run
the full semester, do carpentry and
concrete work. During the winter
months this class is divided into the
regular shop work of joinery, cabin-
et making, woodturning and mechan-
ical drawing.

This year the three eighth grade
classes, comprising 41 boys, have the
following work outlined: One wood-
shed 10 feet by 18 feet with a chick-
en coop in one end; one garage 14
feet by 20 feet; one garage 12 feet
by 16 feet; 80 line feet of wood side-
walk; and a block of concrete walk.

Our present enrollment for the
high school manual training classes
is 85 pupils divided as follows: Forg-
ing, 12; gas engine, 15; freshman
joinery, 16; carpentry and concrete,
42. The carpentry and concrete
class have the following projects
completed, under way or to be fin-
ished this fall: 300 line feet of con-
crete curbing, of which 150 feet is
curved work; a concrete walk 5 feet
by 350 feet; a gas engine building
with concrete floor 24 feet by 32
feet; a stone retaining wall 20 inches
by 450 feet to be made of sandstone
which was left on the completion of
the Federal building; this stone had

to be drilled and split to size by the
class; a fireproof cage 6 feet by 8
feet by 8 feet, for a moving picture
machine in the high school auditor-
ium; a complete set of scenery for
the high school stage and a concrete
street crossing for the city.

Work starts at 7 a. m. for those
boys who get to school at that time.
The boys are paid 25 cents an hour
for all of the time that they put in,
outside of regular school hours. On
Saturday the gang works from 7 to
&. Liectures and notes are given
every Friday. The class in carpen-
try and concret9 is divided as fol-
lows: 12 boys work from 7 to 8:30;
16 boys from 8:40 to 10:15; and 14
boys from 10:15 to 11:40. With this
division we have been laying 60 line
feet of walk every morning.

For the work of the boys in the
gas engine course, which is being
taught by Mr. Virgil Fendall a re-
cent O. A. C. graduate, we have two
45 horse power engines from Holt
Caterpillars, which were given to the
school by the E. L. Smith Co., and
will have four or five different
makes of stationary engines as soon
as the building is completed. The
local Ford agency will send up all
the parts needed to complete a Ford
engine and the assembling will be
taken up as a class project. We have
been promised a Holt Caterpillar for
demonstration work for the spring
work.

The class in forging will complete,
besides the regular problems, three
18- foot wheat racks and a hay rack.
For the spring work we hope to be
allowed to build two concrete tennis
courts for the high school and will
have one concrete garage and at
least one frame garage to erect. At
the present time we are working on
plans for a farmers' short course of
about two weeks to be given in De-
cember in forging and gas engine
work and possibly a course in farm
bookkeeping.

A Wai*ning.

At the beginning of 1917 all
subscribers to Oregon Teachers
Monthly whose subscriptions
are one year or more in arrears
will be dropped from the list.
All such are urged to make
payment at once so as to be
placed in good standing.

-H»

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Grade Teachers' Department

Edited by flABBA COHHSB^ 481 WMt Puk Stnet, PotOAiid, Oxagon

Elementary teachers and elementary teachers* asBociations are cordially Inrited to wnd
news items of their activities which would be of interest or value to other teachers to this
department of the The Oregon Teachers Monthly. Address Editor of Grade Teachers' Depart-
ment, Room 800, Oourt House, Portland, Oregon.

Last year the plan of exchanging
teachers with Eastern cities was in>
augurated in Portland. This year
Miss Fannie Barber from the Wash-
ington school, Portland, exchanged
with Miss Phila Helt, of Attleboro,
Mass.; Miss Cora Sullivan of the
Ockley Green School exchanged with
Miss Catherine Meagher of Cincin-
nati; Miss Helen Knowles from the
Kerns School with Miss Fannie Kat-
telle from Melrose, Mass.
* * *

Active members of the National
Educational Association almost
unanimously passed the resolution
dealing with military training in the
public schools, after being assured
by the chairman of the committee,
reporting the resolution, that it ad-
vocated military training in the
schools, only so far as such training
is educational. The resolution in
full, is: "Resolved, That the Na-
tional Educational Association gives
expression again to the consciousness
that the school is an institution de-
veloped by society to conserve the
well being of humanity, and that on
this solid foundation all subordinate
aims and uses of the school should
be made to rest. Assembled as it is
in a time of world wide disturbance,
doubt, and uncertainty, and of conse-
quent national concern, the associa-
tion affirms its unswerving adher-
ence to the unchanging principles of
Justice between persons and between
nations; it affirms Its belief that the
instruction in the schools should tend
to furnish the mind with the knowl-
edge of the arts and sciences on
which the prosperity of the nation
rests and to Incline the will of men
and nations toward acts of peace; It
declares its devotion to America and
American ideals, and recognizes the
priority of the claims of our he-
loved country, our property, our
minds, our hearts and our lives. It
records its conviction that the true
policy to be followed, both by the
school and by the nation, which it

serves Is to keep the American pub-
lic school free from sectarian inter-
ference, partisan politics, and dis-
puted public policies, that it may re-
main unimpaired in its power to
serve the whole people. While it
recognizes that the community, or
the state may introduce such ele-
ments of military training into the
schools, as may seem wise and pru-
dent, yet it believes that such train-
ing should be strictly educational
in its aims and organization, and
that the military ends should not be
permitted to pervert the educational
purposes and practises of the
school."

* * *

The Portland Grade Teachers' As-
sociation held its first monthly din-
ner of the season at the Imperial
Hotel, Wednesday, September 13.
Superintendent L. R. Alderman, Mrs.
Alderman, O. M. Plummer, and Dr.
J. Francis Drake, the recently elect-
ed member of the school board, were
present. After dinner the members
adjourned to the parlor where they
listened to a few words of greeting
from Dr. Drake. The remainder of
the evening was spent in becoming
acquainted with the mysteries of
court proceedings through partici-
pating in a mock trial which was
conducted by Judge A. E. Gebhardt,
J. Hunt Hendrlckson, ^nd C. M.
Little. The case which was tried be-
fore the Honorable Judge and the
six ladles of the jury was a suit for
$25,000 damages brought by Miss
Cynthia Smythe, known as the Sing-
ing Swan of Silverton, against the
School Bulletin. A poem contributed
by Miss Smythe to the Monday Craw-
fish was copied by the School Bul-
letin accompanied by such fierce
criticism that she was greatly humi-
liated, her growing reputation was
Injured, and her health impaired.
Polly O'Brien, "a purveyor to the
public necessities of the immacu-
late," In other words a wash lady,
and Miss Julia Caramel, alleged head

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ORBGON TBAOHBRS MONTHLY

163

Of the candy department In the Owl
drug store, testified for the plain-
Uff. Miss Dew Tell, editor of the
School Bulletin, Gertrude Pretzel of
the carpet bag and shawl who had
testimony to give concerning those
who "sat on Nathaniel Hawthorne
and Oliver Wendel Holmes/' and
Mike Sullivan, the courteous office
boy, who disdained poetry, were wit-
nesses for the defense. The jury
brought in a verdict of 30 cents foi
the plaintiff. Miss Lucy D. Hoye,
Miss Nettie Richardson, Miss Nug-
ent, Miss Metta Brown, Miss Joh-
anna Cramer and Miss Fetch gave
excellent delineations of their re-
spective characters. To Judge Geb-
bardt, J. H. Hendrickson, C. M.
Little and Miss Harriet Monroe be-
long much of the credit for the
clever management of the evening's
entertainment.

* * *

The special teachers of literature
in the Portland grade schools met on
September 20 and effected an organ-
ization with Miss Sabra Conner of
the Shattuck School as president and
Miss Roma Stafford of the Brooklyn
School as secretary. It is hoped that
this organization will be the means
of making the subject of literature
in the grammar grades a more vital
thing.

* * *

The Recreation Committee of the
Portland Grade Teachers' Associa-
tion seems to fill a very real need.
They have planned several very
pleasant Saturday afternoon walks
and a permanent walking club is an
outgrowth of these. They made ar-
rangements for the teachers to se-
cure reduced rates to the Tagore lec-
ture and the Elman concert. Satur-
day and week-end trips are being
planned. No teacher need spend a
lonely Saturday, just call up the
chairman of the Recreation Com-
mittee and get your "name in the
pot."

* • •

Mrs. Mable Holmes Parsons be-
gan the work of the Extension De-
partment of the University of Ore-
gon with her teachers' class in Eng-
lish, which met Saturday, September
30 at 10 a. m. in the central library.
This class will study the problems of
the presentation of English and lit-
erature to the grammar grade pupils.
Mrs. Parsons' class in modem drama
Saturday evening began with a con-

sideration of Rabindranath Tagore.
The second lecture, October 14, was
a review of Ibsen, the Conservative.
Brand, An Enemy of the People;
the Wild Duck; the Doll's House,
and Hedda Gabbler, are the works
of Ibsen which will be considered.

* * *

The New Jersey public school
teachers have a retirement annuity
system for disabled teachers, that
after 18 years of active operation
makes the best financial showing of
any teachers' retirement annuity sys-
tem in the United States. To date
649 annuities have been retired. —
Journal of Education.

• • •

Teachers' annuities and retire-
ment allowances, supported wholly
or in part by the public, have been
extensively developed in European
countries during the last quarter cf
a century. All the states of the
German Empire, Austria-Hungary,
Switzerland, Denmark, Norway,
Sweden, Belgium, France, Italy, and
Great Britain pay annuities to teach-
ers.*— ^The Seattle Teacher.

♦ ♦ ♦

The advancement of women to re-
sponsible places in educational sys-
tems is authoritatively revealed by
the Federal Bureau of Education's
directory for 1915-1916, which dis-
closes the fact that of the 12,000
conspicuous educational positions,
largely of an administrative charac-
ter, 2500 are now held by women.
These 2500 prominent educational
positions held by women educatoi*s
include besides several state super-
intendencies, 24 college and univer-
sity presidencies, 508 county superin-
tendencies, 1075 library director-
ships, 14 directorships of industrial
schools, 48 of art schools, 10 of state
and 16 of private schools for the
deaf, and 20 of private institutions
for the feebleminded. — Journal of

Education.

• • *

The London Teachers' Association
was founded in 1872 with a member-
ship of 39. It has now over 17,000
members, a subscription income of
over $20,000, and a cash turnover
for the year of $100,000. It aims to
attract Into membership every qual-
ified teacher in every school main-
tained by the London Education
Authority. It seeks to do this by
the magnetism of its ideals, the effi-
ciency of its organization, and the

Digitized by LjOOQIC

164

ORBGON TBACHBRS MOMTHLY

attractiveness of the many benefits

which it places at the disposal of its

members. — ^The Elementary Teacher.

* * *

A sabbatical year for grade teach-
ers would be of marked value to the
community. Teachers who deal year
after year with immature minds
should have an opportunity to bring
to their work renewed enthusiasm
and improved scholarship as a re-
sult of a year's leave of absence at
intervals. At least a dozen American
cities recognize the value of a sab-
batical year, and after a teacher has
given seven years' sTervlce in their
schools, allow absence on half sal-
ary.

« * *

Foreign countries which we con-
sider very conservative and justly so,
recognize the value of a tearher's
leave of absence for study to the
school system and to the community
at large. Saxony, Bavaria, Baden,
Prussia, Sweden, France, Norway,

Austria, and London not only grant

such leave on full pay but allow a

stipend for foreign study. — School

Board Journal.

• • •

The Royal Gorge National Teach-
ers' Recreation Association of Colo-
rado has several features of interest
to all women teachers. The associa-
tion has a two-fold mission, to fur-
nish at a very low cost a summer re-
sort for teachers, and. In time, to
build and maintain a home for sick
and old teachers. The association
has acquired 40 acres at the en-
trance to the Royal Gorge, and la
incorporated under the laws of Colo-
rado. Besides selling blocks yf five
shares at a dollar a share to those
who wish to come to enjoy the low
rate living expenses, the association
is asking every teacher in the United
States to contribute one dollar to-
ward an endowment for the home
for old, sick, and needy teachers.
Mrs. Lulu W. Granger, of Pueblo.
is president of the association.

High School Teachers' Department

Bdlt«d by HOPSIN JENKINS, Portland, Oregon

Latin in the Elementary Schools.

The present position of foreign
languages in our schools is anomaK
ous. The acquirement of a language
is essentially a matter of the mem-
ory; and yet the vast majcrity of our
students Pegin languages when the
nipmory age is coming to a close.
The child of 12 takes to Latin de-
rivatives like a duck to water where-
as the child of 14 sheds them as a
duck does water. The child of 12
yields readily to the drill of any wt^U
taught subject, whereas the child of
14, to say nothing of the older stu-
dent, having begun to develop an in-
terest in social subjects, is not so
catholic in his tastes. What pre-
sumption then, grratuitously to the
subject Latin to the fintv conipoti-
tion of the present system and what
folly not to begin it at the psycholog-
ical moment.

The truth of this position is In-
coming so generally appreciated that
many progressive school systems are
trying to remedy the situation. Suc-

cess or failure in the attempt will de-
pend upon whether there is a proper
school organization and instruction.
In the way of organization it will be
necessary to have a principal who is
actively in favor of putting Latin in-
to the grades. No less important is it
to get the right teacher. First of
all she must be a strong grade teacn-
er. She should also be thoroughly
versed in the rudiments of the lan-
guage. The classes should be started
with the 6B. Two or three grades
may be telescoped for economy in
time and effort. The entire curri-
culum from the 6B to the 8B
should be re-organlzed. It should
partake of the elasticity of the pres-
ent high school course. A few basic
studies, such as arithmetic, history,
geography, and English should be
required of all pupils. To these
branches should be added a choice
between a language or a vocational
subject.

Granted that the conditions are
favorable for the Introduction of
Latin into the grades, the next thing

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ORBGOM TBACHBR8 MONTHLY

166

is to arrange the course. First comes
the selection of the book. Many
schools use Nuttings Primer. The
many advantages of this book are
largely vitiated by the faulty ar-
rangement^ so that I should advise
the use of the regularly adopted
text. In case the latter course is fol-
lowed it will be necessary for the
teacher to prepare supplementary
reading.

The adoption of some such text as
Pearson, Scott, or Smith, will help
make for thoroughness and thorough-
ness must be the key note of Latin
work in the grades, thoroughness in
paradigms, thoroughness in vocabu-
lary, in principal parts, and in pars-
ing.

This drill must be relieved by the
use of the direct method. This mod-
em development in the pedagogy of
Latin should be used in the presenta-
tion of the case idea and in the mas-
tery of the personal endings. From
the very first the pupils should be-
come familiar with the Latin words
for objects and actions of the school
room. By the time they reach the

third declension they should learn to
parse in Latin. As the uses of the
cases arise, the class should learn
the question words that fit the cor-
responding questions; e. g. quare is
answered by an ablative of cause.
With the development of the prin-
ciples of the language the teacher
will soon find that most of the reci-
tation may be conducted in Latin.

Aside from the advantage to Latin
that will come from being started in
the grades there is to set down as
an added gain the reaction upon our
own tongues. If the Latin teacher
lives up to her opportunity, she will
hammer unceasingly on derivatives
and will contiually correlate her
subject with English grammar. If
so, her English co adjutor will rise
up and call her blessed.

Unless the conditions laid down in
this paper pertain it may not be well
to put Latin in the grades. If they
do, the innovator may feel sure of
success and may have the satisfac-
tion of having helped to relieve an
intolerable situation. — A. P. McKin-
lay.

County Superintendents' Department

Edited by OLTDB T. BOMKET, The DaUee, Oregon

A Normal School for Eastern Oregon

The crying need of the rural
schools of Eastern Oregon is for bet-
ter trained teachers. The superiority
of normal teachers is very marked.
No matter what the natural adapt-
ability of a person may be, special
training will render him inuch more
efficient as a teacher. It is im-
possible to make good schools with-
out trained teachers. The better the
teacher's training, the more efficient
and successful will be his work. An
ideal arrangement is one which will
render it possible for teachers to se-
cure their training in that part of the
Btate where they live and then return
to their own home county to take up,
under conditions that are well
known to them, and in an environ-
ment which is congenial, the work o|
training boys and girls for a higher
eltlsenshlp. This ideal. condition ean-
Qot be realised for Eastern Oregon
until a normal school is establifihed

at some central point east of the
Cascade mountains. Pendleton is an
ideal location for such a normal and
will be satisfactory to all of tne
Eastern Oregon counties. Governor
Withycombe of the state of Oregon
and such leading educators as Super-
intendent J. A. Churchill, Super-
intendent of Public Instruction, Pres-
ident P. L. Campbell of the Univer-
sity of Oregon, President W. J. Kerr
of the Oregon Agricultural College,
President J. H. Ackerman of the
Oregon State Normal at Monmouth,
Mr. Robert C. French, former presi-
dent of the normal school at Weston,
Mr. B. F. Mulkey, former president
of the normal school of Ashland,
have declared in favor of an Eastern
Oregon normal school to be located
at Pendleton. These men realize
fully the educational needs of the
state, and their opinion should have
great weight. Teachers, parents and
all who have at heart the future wel-
fare ef the children of Oregon should

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xee

ORBGON TBAOHBRS MONTlfliY

do all in their power to secure the
passage of the measure establishing
a normal school at Pendleton. A
vote for the Pendleton normal is
your part toward bringing to the
children of Eastern Oregon the same
opportunities for trained teachers
now enjoyed by the counties of West-
ern Oregon. — Clyde T. Bonney,
Superintendent of Wasco County.
• • •

The Superintendent As a Board
Member.

At the June meeting of the county
school superintendents the legisla-
tive committee recommended that
steps be taken toward enacting leg-
islation that would give the super-
intendent a voice in tbe selection of
teachers. The following article is
Biibmitted in behalf of the resolu-
tion: Probably at no other point
does our school system fail to so
great an extent as in the selection
and retention of competent teachers.
The matter of passing upon the qual-
ifications of teachers requires more
experience, more knowledge of
school conditions and requirements
than is possessed by the great ma-
jority of rural school boards. Often
extraneous matters, such as kinship,
friendship, and residence assume un-
due importance. Not having def-
inite and dependable standards up-
on which to base selection, they are
at tne mercy of friends with a
"pull," or they aro forced to accept
a mass of "stock-in-trade" testimon-
ials as evidence of fitness. Teachers
who make good, teachers who are
qualified and make serious efforts
to become and remain efficient
should have their merits recognized.
The task of getting accurate and
dependable information concerning
such teachers is beyond the facil-
ities of the ordinary school board.
At the present time tbe only person
who is In a position to do this for
the county as a whole, is the county
school superintendent; and the only
way in which he can make his
knowledge and information available
nnd tffecfivo in the selection of
teachers Is to make the superin-
tendent a member of all boards in
districts of the third class when such
board meets for the hiring of teach-
ers. As a member of the board he
would Invariably be consulted to de-
termine the fitn»?ss of a teacher, and
If there were a difference of opinion

of the regular board members his ap-
proval would be necessary to a
choice. The superintendent «i8 a
board member would be a protection
and a source of strength to the effi-
cient teacher. She would feel that
her school room work would be the
determining factor in gaining or re-
taining a position. Her selection of
a boarding place, or her social pro-
clivities would not assume undue im-
portance. The details of the plan
have necessarily been omitted, but it
can be worked out, and would, I be-
lieve, be a long step toward a more
centralized and effective administra-
tion of schools. — Fred Peterson,
Superintendent of Klamath County.
♦ ♦ ♦

Co-operation of County Saperlntend-
ents.

The semi-annual conventions at
Salem do much to promote co-opera-
tion among the county superintend-
ents, and in the general discussions
which take place, they come to un-
derstand one another and the dif-
ferent conditions under which each
one labors better: but wo might
niakH a few suggestions here as to
how this co-operation might be ex-
tended: In the matter of recom-
mending teachers from one county
to another, each county superintend-
ent should state exactly the 'condi-
tions surrounding the position be-
fore asking the opinion of another
county superintendent as to the fit-
ness of the applicant; and In giving
this opinion, the other county super-
intendent should be absolutely frank
in stating whether or not the ap-
plicant should be elected. County
superintendents should be able to
place absolute confidence in the rec-
ommendations of each other.

Co-operation In the matter of ex-
change of complete report cards is an
important essential to the success
«f the system and each county super-
intendent should know perfectly the
details of the plan, and carry them
out In every particular. We owe it
to each other and to the state de-
partment to see to It that there is
on file in each office a card for each
pupil in the county, and that the
grades are reported promptly at the
end of the year. A card system for a
record of the grades made at the
eighth grade state examination
should be inaugurated, so that a
pupil who has grades to his credit

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ORBGON TKACHBRS MONTHLY

X67

In one connty, may have them read-
ily transferred to another county.
One has been Installed in this office,
and the grades that are made by a
pupil at the different examinations
that he may take, as well as the
date of issuing his diploma, are kept
on file, and can be reported to an-
other county without delay.

While the law allows a teacher in
a joint district to teach on a permit
issued by either county superintend-
ent represented in the district, it is
only reasonable to assume that the
superintendent that has the school in
his county, and therefore supervises
it, should issue the permit. In fact,
in matters except where the law pro-
vides otherwise, the county superin-
tendent in whose county the school
house is located should control in all
school matters. In the matter of
clerks' annual reports, no county
superintendent should accept a re-*
port until it is exactly correct, and
if this is done in a joint district by
one superintendent, it brings about
an embarrassing condition for the
other.

In the matter of registration of
certificates, each superintendent
should follow the plan provided by
the state department for obtaining a
reading circle certificate, both be-
cause each one should co-operate
with the state department, and bo-
cause a failure to do this will em-
barrass the county superintendent
that wishes to conform to the plan
when teachers go from one county
to another.

In the matter of exchange of high
school tuition money, the closost co-
operation is necessary; and it is the
duty of each superintendent to se-
cure accurate and complete reports
from each high school in the county
as to the pupils in attendance from
other counties, the number of tholr
resident districts, number of days'
attendance, etc. As soon as a county
superintendent receives this inform-
ation, he should, at the earliest
moment possible, send a warrant for
the tuition of eveiy pupil who is at-
tending hi^h school outside of the
county. This exchange will be an
easy matter, if all this is done.

In the mater of standardization of
schools, each superintendent should
hold for exactly what the standardi-
zation card calls for, as by allowing
schools to become standard when
they have not literally complied v^ith

the conditions demanded, defeats the
real purpose cf standardization, and
discourages counties that are hold-
ing to those conditions.

If one county superintendent has
a new idea IJiat is benefitting the
schools of his county, he should
**pass it along" that other counties
may be benefitted also. The state
department is doing its part toward
this by mailing copies of circular
letters received from the various
counties. — S. S. Duncan, County
School Superintendent for Yamhill
County.

* * *
Rural Snper\i8ion«

Many states in the Union have
tried various forms of supervision in
their schools which has recently ex-
tended into the rural districts, while
others have remained in their pur-
itanical ruts viewing these progres-
sive attempts with skepticism — the
result being, nothing attempted,
nothing done to alleviate the sad
condition among the rural schools.
Fortunately Oregon has in its midst
many efficient, aggressive, educa-
tional men and women who do their
>work because they love it and love
their work because they do it with
a pleasing and lasting result. The
world is now and will continue to
profit by this Oregonian initiative
and spirit. Among some things let
us refer with pride to the club pro-
ject work among the schools of our
state which is one of the greatest
practical trainings a child can get
and we observe that the teachers
who are enthusiastically engaged in
this work are likewise doing enthusi-
astic and better work in the grade
subjects; then the standard school
movement which is being adopted
by some of our sister states since
learning of its advantageous results,
and now Oregon is again to be glori-
fied by a new and unquestionably the
best form of rural supervision, which
has been offered by anyone up to the
present time. T refer to M. S. Pitt-
man's plan which was published in
the September issue of this maga-
zine. Many teachers as well as pa-
trons in this state have no doubt
only heard of rural supervision, but
have not been fortunate enough to
experience the helpful effect when
properly offered. I have recently
studied the forms used by various
states and from opinions of the best

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168

ORRGON TEACHERS MONTHLY

educational men Connecticut seemed
to have offered up to this time the
most helpful plan, yet those who
have studied Mr. Pittmau's plan ox-
pect more pood to be realized from
It. A supervisor should l>e consid-
ered a messenger of pjood who is al-
waj's ready to aid those who need
and desire assistance find there are
many such teachers in our rural
schools, because of limited training.
In the city a persoYi in trouble should
tell his troubles to a policeman, and
a teacher in the rural schools should
feel just as free to tell her troubles
to the supervisor. In all walks of
life people have worked more hap-
pily and successfully when thev were
given assistance when confronted by
difficultv. Is not a teacher in the
rural school as deserving as any-
one? There mupt be hearty co-oper-
ation among teachers and all
school officials If we expect to do our
duty to our work and our fellow
man and we should always accept
any suggestion which promises good
results. We are anxious to carry out
the Pittman plan of supervision in
Polk county and with our present
staff of teachers we are convinced it
will be a record year for accomplish-
ments— Floyd D. Moore, Supervisor
for Polk County.

Benton County.

. fn the biennial report to the super-
intendent of public instruction the
following were urged: (1) The
«)unty unit plan; (2) centers for
eighth grade pupils to write on ex-
aminations; and (3) a permanent
tax in order to increase our state
school fund.

Benton county held her county
fair September 21, 22 and 23 which
was postponed from September 14,
15 and 16. The postponement was
made necessary because no covering
could be secured for the stock. The
school fair was held in connection
with the county fair, but several
schools had commenced and it was
Impossible for them to have exhibits.

. Out of 61 schools to be in opera-
ti(Hi in Benton county this year, 36
started September 25, 15 began Oc-
tober 2, and the remainder opened
school October 9, that being the
latest date set for school to com-
mence in Benton county. All the
seasons were late this year, but

school boards conscientiously made
an attempt to start school as early
as possible.

September 18, 19 and 20 the an-
nual teachers institute of Linn and
Benton counties convened in the
Presbyterian church in Corvallls.
Four hundred and seventeen teach-
ers were present. Superintendent J.
A. Churchill, President W. J. Kerr,
Edwin T. Read, J. F. Brumbaugh, H.
D. Sheldon, Earl Kilpatrick, M. S.
Pittman of Monmouth, S. S. Duncan
of McMinnville, Jean Parks Mc-
Cracken of Portland, J. H. Brenne-
man of Brownsville, H. L. Robe of
Tangent, O. V. White of Albany, J.
M. Powers of Corvallls, John Teusch-
er of Portland, and W. L. Finley,
completed the list of instructors.
Special music wns furnished by the
Corvallis high school orchestra and
Miss Tartar of Corvallis. A public
reception was tendered the teachers
at the Men's Gym at 8 o'clock Mon-
day night by the Albany and Corval-
lis commercial clubs. Very fine
moving pictures were given Tuesday
evening by W. L. Finley, state biol-
ogist at the Crystal theatre, which
^-as reserved for the teachers. All
the teachers were present, and the
Institute was a success. M. S. Pitt-
man had charge of the rural school
department most of the time and
was ably assisted by S. S. Duncan.
In the resolutions adopted by the
teachers, the Oregon Normal School
4t Pendleton was strongly indorsed,
and all present Indicated willingness
to support a much needed second
normal school In the eastern part of
the state.

♦ ♦ ♦

Columbia C6imty.

The Columbia county fair closed
on Friday, September 22. The
schools made a splendid display,
filling their building to the limit.
The Scappoose schools won the sliver
cup for the best school exhibit. Sec-
ond place was won by Warren, St.
Helens being third. For best decor-
ated booth, Scappoose won first
place; St. Helens second; and Houl-
ton third. Misses Gladys Johnson
and Ollle Stoltenberg won a trip to
the state fair, having secured the
highest number of points on their
exhibit at the county fair. Colum-
bia county schools sent an exhibit to
the state fair for the first tlipe, fn
charge of Mrs. J. G. Watts. The St.

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ORBOON TBACHBRS MOITTHLY

led

Helens (llee Club, under J. H. Mc-
Coy, won the silver cup offered for
best glee club work.

James B. Dodson, late of Dayton,
Ore., has been chosen head of the
Scappoose schools. D. W. Wight Is
in charge of the Clatskanle schools.
P. J. Kuntz has enlarged the course
of the Rainier schools considerably,
adding a domestic science course and
a teachers' training course. L. L.
Baker Is again in charge of the St.
Helen's schools. C. E. Lake is prin-
cipal of the Houlton school this year
while G. W. Brown is principal at
Yankton, and Lyle B. Chappell at
Qiiincy. J. P. Claybaugh is principal
at Vemonla. Bertha Stovall, now
Bertha Stovall Fluhrer, remains in
charge at Mayger. The principal at
Goble is Miss Anne J. Ketel; of
Beaver Homes, Miss Anna I. Hales;
of Deer Island, Miss Alice L. Shee-
han. C. J. Russell is in charge at
Warren; Miss Mary McGregor is at
Marshland; while Miss Marguerite
A. Kearns goes to Prescott.
♦ • •
Douglas County.

Most of the schools of Douglas
county are now in session. The im-
mense prune crop caused many
jschools to postpone this opening un-
til the first week, in October.

At Roseburg, Prof. Fitzpatrick,
principal of the high school, re-
signed to accept a position in Mon-
tana, and H. Omer Bennett, principal
of the Benson school, was elected to
the position. Roy Dunham, of Med-
ford, is the newly elected principal
of Benson sichool.

Supervisors H. M. Cross and Geo.
W. Murphy reported to County
Superintendent Brown for duty on
September 1. Mr. Cross makes his
lieadquarters at Drain and has
charge of the northern section of the
county. Mr. Murphy lives at Riddle
and has charge of the southern sec-
tion. This is Mr. Cross' third year
of service and Mr. Murphy's second.
The second attempt, within a year,
to do away with the supervisory sys-
tem by invoking a referendum vote
of the directors was made this sum-
mer, with the result that the system
/was endorsed by a handsome major-
ity. This victory is due largely to
the efficient work of Supervisors
Cross and Murphy, and their worthy
predecessors.

The Douglas county school indus-
trial fair was held at Roseburg Sep-
tember 13, 14 and 15, in connection
with the annual county fair. Liberal
premiums were offered and exhibits
were entered from practically all
parts of the county. Those winning
free trips to the state fair were Les-
lie Butner, of Fullerton school, Rose-
burg; Alfred Anderson, of Melrose;
Eva Black well, of Riddle; and Le-
ota Wilson, of Yoncalla. Great in-
terest was shown in the canning
team contests. Five teams were en-
tered, including a team of boys from
the Benson school. The Yoncalla
team won first by a small margin
over the Fullerton team. Riddle won
third. The Yoncalla team was trained
by Miss Anna Huntington, who ac-
companied them to Salem, where
they won first place in the state con-
test. Two Douglas county boys, Les-
lie Butner, of Roseburg, and John
McMichaels, of Garden Valley, won
scholarships at O. A. C. Douglas
county won third place in the indus-
trial contests at the state fair.

Douglas county has nine standard
four year high schools. They are
Drain, Yoncalla, Oakland, Lutherlin,
Roseburg, Myrtle Creek, Riddle,
Canyonville, and Glendale. Six of
these are under the same superin-
tendents or principals as last year
and changes have been made in three
of them. The new principal at Yon-
calla is Emery D. Doane; he suc-
ceeds D. W. Wight who goes to Clat-
skanle. At Sutherlin, Geo. W. Schan-
tin, formerly principal of Oakland
schools, but doing post graduate
work the past year at Harvard, suc-
ceeds C. F. Waltman, as principal.
At Myrtle Creek. Prof. E. K. Barnes
is succeeded by Martin D. Coats, of
Klamath Falls. Comparatively few
changes have been made in the
teaching force of these schools.
Those districts making no changes in
the heads of their schools are:
Drain, Wa/tson C. Lea, principal;
Oakland, Alfred Powers, superin-
tendent; Roseburg, F. B. Hamlin,
superintendent; Riddle, H. H. Bron-
son, principal; Canyonville, J. E.
O'Neel, principal; Glendale. Dr. H.

R. Marsh, superintendent.
« * «

Jefferson County.

Many Waterbury heating plants
have been installed in the rural dis-
tricts-

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170

ORBGON TKACHBRS MONTHIiY

The schools of Jefferson county
with one exception were in session
September 18.

Plans have been approved for two
modern school buildings to be erect-
ed in the near future.

Two new school districts have been
created in this county in the last
three months. This raises the num-
ber to 40.

Miss Jessie Purdy, a graduate of
the Oregon university, has charge of
the high school work in Metolius.
Miss Purdy is also principal of the
grade school.

There are a great many changes
in the teaching force in the rural
districts but the new force appears
to be very enthusiastic and the out-
look for a successful school year
is very favorable.

The Culver district high school has
re-employed Prof. C. K. Overhulbe, a
graduate of the University of South
Dakota. Miss Frances Gittins, a
graduate of the Willamette univer-
sity, is his assistant.

The annual Institute for Jefferson
county was held September 20, 21
and 22, in the high school building
In Madras. Every teacher employed
In the county was present through-
out the entire three days' session.

The Madras public school is in
charge of the very efficient Miss
Mary Harrison as principal. Miss
Harrison held the same position last
year. Her assistants are Raymond
Cornwell and the Misses Lela Gard
and Flora McWilliams.

The public schools of Culver have
an entire new corps of teachers this
year, DeWitt Williams having charge
of the seventh and eighth grades; S.
P. Burgess, the fourth, fifth and
sixth grades; and Mrs. Edith Over-
hulse the primary grades.

Madras Union high school has as
principal this year Prof. C. G.
Springer, a graduate of Philomath
college and of the Oregon State
Normal. His assistants are Miss
Osee Helena Jewell, a graduate of
the University of Michigan, and Mrs.
May B. Johnson.

« * «

Morrow County.

The new schoolhouse In district
No 48 will be completed soon. This

district has been renting a building
for more than a year.

The Heppner public school has
added a fine grafanola to the equip-
ment of the school. It is to be hoped
that other schools in the county will
follow the example.

The Morrow county teachers' in-
stitute was held at Heppner, Septem-
ber 25-27. Sixty-four teachers were
enrolled. The instructors were State
Superintendent Churchill, Dr. B. W.
DeBusk, M. S. Pittman, Miss Flor-
ence Fox, Chas. H. Jones, Dr. D. R.
Haylor, and County Superintendent
Notson.

The industrial club exhibit from
Morrow county at the state fair was
awarded second place in the eastern
division. The exhibit at the county
fair was very commendable, and it
was decided to send it to the state
fair. Garnett Barratt, Edgar Copen-
haver. Vera Cowins, and Elizabeth
Brown were the winners of the trip
to the state fair camps.

Miss Ruth W. Bowman, the popu-
lar teacher in district No. 32, asked
to be excused from the institute as
soon as she had attended the re-
quired time. She informed the
superintendent that matters of im-
portance required her to make a Ions
trip into the country. The next day
the superintendent received an an-
nouncement of her wedding the
evening after the close of the insti-
tute. Mr. Ralph Adkins is the lucky
bridegroom. Mrs. Adkins will con-
tinue her work in the school.
* * «

Polk Ooonty.

The majority of Polk county
schools began either on September
25 or October 2.

The county fair held on September
19, 20 and 21, was a big success and
the children answered the call hero-
ically by bringing much club work.

Polk county school children made
an excellent showing at the state fair
by capturing eight first club project
prizes out of 18 that were offered.

Miss Almeda Fuller, who is candi-
date on Republican ticket for county
school superintendent has been as-
sisting with the school exhibits at
the fairs.

Superintendent Ford, of Dallas
schools reports a slight increase over

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ORIDGOlf TBACHBSR0 M6lVTHIiY

171

last year's enrollment. The follow-
ing teachers have been employed to
fill vacancies: High school — Miss
Fern Parr of Woodburn who is an
O. A. C. graduate and Miss Grant
who recently came from the East is
a University of Minnesota graduate.
Miss Georgia Ellis, of RIckreall, for
third grade. Miss Hallie Hart, of
Portland, for sixth grade. Miss Helen
Gale, of Portland, for fifth grade,
and Miss Grace McMinn, of Portland,
for seventh grade.

• # •

Wallowa County.

The joint annual institute for
Baker, Union, and Wallowa counties,
in conjunction with the Eastern Di-
vision of the state association, will
be held at LaGrande, November 1, 2
and 3. This will be a big meeting
and no teacher can afford to miss it.
The best educators of the state and
some of the best in the United States
will be present and will have a lot of
good things to say to teachers. Every
body come.

One of the best educational meet-
ings of the year was held at Flora,
in the northern part of the county,
September 23. Teachers from Joseph,
Enterprise, Lostine, and Wallowa
went in autos and had a delightful
drive of about 40 miles through the
timber, enjoyed the beautiful
scenery, killed grouse, repaired
punctured tires and had the time of
their lives. There were about 40
teachers present. Flora has a mod-
em eight room school building, built
last year, but are using only four
rooms at present. They have a two
year liigh school with Mr. Wilbur
Van Pelt at the head.

Tlie school fair, held at Enterprise
September 1, 2 and 3, in conjunction
with the county fair, was a decided
success, Wallowa taking first cash
prize of $50, for the best exhibit
from the town schools, and Hurri-
cane Creek, district No. 3, a like
amount for the best rural exhibit.
The exhibits from all were fine and
the teachers and pupils are entitled
to a great deal of credit for the
showing they made. The demonstra-
tion work in manual training, sew-
ing, cooking, canning, tjn^e-writing,
etc., was splendid and was greatly ap-
preciated by all. Wallowa has one
of the best manual training depart-
ments In the state.

Wa«co County.

The following entitled "Wealth in
Economy" is Thrift Lesson No. 4 as
sent out to the teachers of Wasco
County by the school superintend-
ent: (1) Economy is the battle of
life. — Spurgeon. (2) Economy is the
parent of integrity, of liberty and
ease, and the beauteous sister of
temperance, of cheerfulness and of
health. — Dr. Johnson, (3) Riches
amassed in haste will diminish; but
those collected by hand and little by
little will multiply. — Goethe. (4) No
gain is so certain as that which pro-
ceeds from the economical use of
what you have. — Latin Proverb. (5)
Debt is like any other trap, easy
enough to get into, but hard enough
to get out of. — H. W. Shaw. (6)
Economy is the poor man's mint. —
Tupper. (7) "We shan't get much
here," whispered a lady to her com-
panion, as John Murray blew out one
of the two candles by whose light he
had been writing, when they asked
him to contribute to some benevo-
lent object. He listened to their story
and gave $100. "Mr. Murray, I am
very agreeably surprised," said the
lady quoted, "I did not expect to get
a cent from you." The old Quaker
asked the reason for her opinion,
and, when told, said, "That, ladies is
the reason I am able to let you have
the hundred dollars. It is by prac-
ticing economy that I save up money
with which to do charitable actions.
One candle is enough to talk by." —
From Marden's Architect of Fate.

Jackson County.

At the joint teachers! institute
held in Grants Pass, Ore., October
11, 12, and 13, the teachers of Jack-
son county presented retiring County
Superintendent J. Percy Wells a
beautiful gold watch as an appreci-
ation of his work. The committee In
charge of the gift selected Prof. Van
Scoy to make the presentation. In
a few well-chosen words, Mr. Van
Scoy traced the growth of Jackson
county's schools under the super-
vision and management of Mr.
Wells' term of office sajring in part:
"Mr. Wells, a Jackson county boy,
familiar with the condition of Jack-
son county schools and their greatest
needs had labored faithfully and effi-
ciently for the betterment of the en-
tire school system. That he had suc-

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172

OREGON TEACHIBRS MONTHLT

ceeded admirably the present status
of the schools bore abundant testi-
mony." Mr. Wells, In response, said
to the teachers that words failed to
express the gratitude he felt for the
manifestation of friendship and love
that his co-workers had for him.
Modestly, he disclaimed any honor
or credit for the progress of Jackson
county schools, attributing all of It

to the loyalty and perseyerance of
the teachers of the county. Mr. Wells
has served as superintendent of
Jackson county schools for a num-
ber of years and in retiring takes
with him the highest appreciation of
those who know him best. The
schools of the county will long bear
the impress of Mr. Wells' work and
personality.

Rural School Department

Edited by MBS. U. L. FULKEBSON, Salam, Ongon

Club Work.

Club work is the performance of a
definite enterprise or enterprises
based upon the most economic prac-
tices of the farm and home. It is
based on sound principles and has
come to stay. It is supported by
federal and state aid as a definite
form of agricultural extension work.
Boys and girls on the farm are in
this work, and every possible advan-
tage is extended to fit them for a
better living "to Improve county
life," thus bettering our govern-
ment. Its purpose is to enlist the
boys and girls of the state in profit-
able and interesting activities, which
will develop them into economic pro-
ducers; thus helping these boys and
girls to find themselves in useful
training in place of allowing them to
drift into useless or harmful occu-
pation. It develops leadership and
creates co-operation, it Inspires the
right atitude towards honest toil,
'and a spirit of sympathy for some
calling, however humble. It teach-
es the child to learn a few basic
facts relating to agriculture, animal
husbandry, home economics, and rel-
ative topics, which he or she will use
many times to advantage in future
life. It helps to make the whole
community more efficient and cre-
ates a deeper respect for the school
as an educational center. In Oregon
club work is carried on by the Ore-
gon Agricultural College, the United
States Department of Agriculture,
and State Department of Education,
all working in co-operation. There
were last year 127,822 members en-
rolled in the club work In the United
•States, and 11,642 in Oregon, in the

following projects: Corn growing,
potato growing, vegetable gardening,
poultry raising, pork production,
dairy herd record keeping, fruit rais-
ing, seed grain selection, rural home
beautification, farm and home hand-
icraft, baking, canning, and sewing.

The plan of the work is a? fol-
lows: The child enrolls in the pro-
ject or projects (and we prefer that
not more than one project be carried
by a member, as one project well
completed is better than several
poorly done) with the Oregon Agri-
cultural College, and receives from
the college instructions, bulletin*!
circular letters and report blanlcs,
prepared by the members of the fac-
ulty of the college and by the de-
partment . of agiiculture of the
United States. These all pertain to
the particular project the club mem-
ber may have selected. All help pos-
sible is given to the club member
throughout Ihe year by the state club
leader and his assistants from the
college, by the two field workers
from the state department of educa-
tion and by different members of
the extension department of the as-
ricultural college, the county agri-
culturists in counties where these
are employed, and the county school
superintendent, around whom all
club work in his or her county re-
volves.

The club jnemb^r is urged to i:arry
his or her project or enterpripe to
completion, making a report to the
state club leader on blanks furnished
for the same, and to have an exhibit
of the work accomplished at local
county and state fairs, if possible. It
is urged that local and county fairs
be held for the purpose" of settling

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ORBGOnr TBACHHSRS MONTHIiY

173

all club awards, also to permit the
people of tbe communUy or county
to examine the work of the .mem-
bers. This will create greater inter-
est in the work and promote a great-
er communit}' spirit. All who can
should exhibit at the state fair, thus
helping to promote interest in our
state fair which is on^ of our great-
est schools for practical education
and also to allow the club members
to compete for the state prizes, of-
fered by the state fair board and by
public spirited business men of Port-
land. The later prizes being a trip
ta the Oregon Agricultural College
for the state winner in each pro-
ject, this trip to cover the two weeks
summer school for boys and girls
with all their expenses.

Last year 2 1 boys and girls of Ore-
gon won as many trips and attended
the school. This year we iiave hun-
dreds cf boys and girls competing
for similar trips.

Last but not least of the club work
are the canning teams from the dif-^
ferent counties. There is too much
waste in Oregon of fruits and vege^
tables, and a few canning teams will
greatly reduce this waste, as well as
being profitable to themselves from
a money viewpoint. Also the health
of those who are thus able to have
more fruit and vegetables on the
home table, will be benefitted.

Thus club work is in keeping with
its motto, "Make the better best,"
and its emblem of a four-leaf clover,
with the four H's representing the
ht;ad. the heart, the hand, and the
health.

• • •

SEIiECTTONS FOR THANKSGIVING

It should be easy this year to find
plenty of material for the decora-
tion of the schoolhouse walls The
woods are rich in many-colored
leaves. It should be easy, too, to
collect many and varied specimens
of crops. Let committees be ap-
pointed to collect whatever may be
necessary.

Betty's Thanksgiving Wish.

She held the wishbone tight with me.
And pulled, and won, exultingly.
"Now Betty, wish," I said, "for when
Yon get the biggest half, why then
The Wish you wish will come true.
Now wish, dear, as we told you to."
Then Betty looked, with longing eyes

At all the dishes, nuts, and pies.
And, holding up the bit of bone.
She said, with triumph in her tone,
"All right. I wish tomorrow, then.
Would bo Thanksgiving day, again !"
— Mary Carolyn Davles.

If.

If c-a-t spelt dog and cow

And horse and mouse and heaven.
If two plus t^'o made six and nine

And twelve and eighty-seven.
If "see the man"^ was all there was

To learn inside my reader.
No boy would be as bright as I,

In school I'd be the leader.

If school took up at nine and then

Let out in an hour or less,
If half of this was singing songs

And the other half recess.
If all the days were holidays

'Cept Christmas and Thanksgiving
I'd know what people mean who talk

About the Joy of living.

— St. Nicholas:

On Thanksgiving Day.

Let us give thanks to those who sow
The grain and fruit that make us

grow.
Thanks for the sun, the rain, the

snow.
That helped the grain and fruit to

grow.
Thanks for the turkey and the pie.
Thanks that we live and did not die.
Thanks for the coming of the fall.
Thanks unto God who gives us all.
— Selected.

Thanksgiving for Harvest.

(Air — The North Wind Doth Blow.)
The harvest is in, the cellar and bin
Are stored with the fruits of the
earth;
So let us be gay on Thanksgiving
Day,
And keep it with feasting and
mirth.

For all the good things the rich
Autumn brings.
For all that the harvest can show.
Most thankful we'd be, dear Father,
to Thee.
Whose power and love made them
grow.

— Selected.

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174

ORBGOnr TBAOHBRS MOWTHIiT

An KTeninig CaUer.

When the Tovnd moon ishone so

bright
On the autumn fields last night,
When the little sleepyheads
All were cuddled in their beds.
Some one came a-calling here.
Though none heard him drawing

near.
For his footsteps made no clatter,
Not the softest pitter-patter.

All the oaks in purple dressed
To receive their quiet guest;
Maple flamed from root to crown
In a splendid scarlet gown,
And the birch wore wealth untold.
Hung about with wreaths of gold;
Such a grand occasion is it
When this stranger pays a visit.

When the sun rose warm and bright
He slipped softly out of sight.
But beneath the chestnut-tree
He has left you something — see!
Ripe and brown and sound and sweet
Scattered all around your feet;
And we know, when nuts are falling.
That Jack Frost has come a-calling.
The Youth's Companion.

Thanksgiving Day.

O'er pleasant mead and rugged glen
We keep Thanksgiving Day again.
While bells of joy triumphant ring.
In church and hall the people sing
Their harvest songs, so sweet and

clear,
Glad anthems of a fruitful year.

From princely home and city street
Come wanderers back with eager feet
To the old farm, where childhood

hours
Were gaily spent 'mid fragrant flow-
ers;
Where childhood lessons learned so

well
It is their Joy again to tell.

So long they tarried, but today
They seek the homes where fathers

pray.
Where sisters and where brothers

stand
To welcome each with loving hand;
Where mothers with fond smile and

dear
Serve as of yore, Thanksgiving cheer.
— ^Ruth Raymond.

Thanksgiving Story.

The ripe rosy apples are all gathered

in;
They wait for the winter In barrel

and bin;
And nuts for the children, a plentiful

store.
Are spread out to dry on the board

attic floor;
The great golden .pumpkins, that

grew such a size.
Are ready to make into Thanksgiv-
ing pies;
And all the good times that children

hold dear.
Have come round again with the

feast of the year.

Now what shall we do in our bright
happy homes.

To welcome this time of good times
as it comes?

And what do you say is the very
best way

To show we are grateful on Thanks-
giving Day?

The best thing that hearts that are
thankful can do

Is this: To make thankful some
other hearts, too;

For lives that are grateful, and sun-
ny, and glad,

To carry their sunshine to lives that
are sad;

For children who have all they want
and to spare

Their good things with poor little
children to share;

For this will bring blessing, and this
is the way

To show we are thankful on Thanks-
giving Day.

— Selected.

Hie Fea^t-Time of the Year.

This is the feast-time of the year.
When hearts grow warm, and home

more dear;
When autumn's crimson torch, ex-
pires.
To flash again in winter's fires.
And they who tracked October's

flight.
Through woods with gorgeous hues

bedight.
In charmed circle sit and praise
The goodly log's triumphant blaze;
This is the feast-time of the year.
When plenty pours her wine of cheer.
And even humble boards may spare.
To poorer poor a kindly share.
While bursting barns and granaries
know

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ORlOGOlf TBAOHBRS MOHTHLT

175

A richer fuller overflow,
And they who dwell In golden eaae.
Bless without toil, yet toil to please.
This is the feast-time of the year.
The blessed advent draweth near;
Let rich and poor together break
The bread of love, for Christ's sweet

sake;
Again the time when rich and poor
Must ope for Him a common door
Who comes a guest, yet makes a

feast.
And bids the greatest and the least.
— Selected.

Thanksiciviiig Joys.

Cartloads of pumpkins, as yellow as
gold,
Onions in silvery strings.
Shining red apples and clusters of
grapes.
Nuts and a host of good things, —
Chickens and turkeys and fat little
pigs —
These are what Thanksgiving
brings.

Work is forgotten and play-time be-
gins.
From office and schoolroom and
hall.
Fathers and mothers and uncles and
aunts.
Nieces and nephews and all
Speed away home, as they hear from
afar,
I The voice of old Thanksgiving call.

Now is the time to forget all your
cares.
Cast every trouble away,
Think of your blessings, remember
your Joys,
Don't be afraid to be gay!
Sone are too old, and none are too
young.
To frolic on Thanksgiving Day.
— Youth's Companion.

That Things Are No Worse, Sire.

From the time of our old Revolution,
When we threw off the yoke of
the King,
Has descended this phrase to remem-
ber-
To remember, to say, and to sing;
'Tls a phrase that is full of a lesson;
It can comfort and warm tike a
fire;
It can cheer us when days are the
darkest:
"Tbat things are no worse, O my
sire!"

'Twas King George's prime minister
said it.
To the King, who \ad questioned,
in heat,
What he meant by appointing
Thanksgiving
In such days of ill-luck and defeat.
"What's the cause of your day of
Thanksgiving?
Tell me, pray," cried the King in
his ire.
Said the minister, "This is the
reason —
That things are no worse, O my
sire!"

— Helen Hunt Jackson.

Preser? Innf Time.

Said Mrs. Baldwin Apple ,

To Mrs. Bartlett Pear:
"You're growing very plump, madam

And also very fair.

"And there's Mrs. Clingstone Peach,
So mellowed by the heat.

Upon my word, she really looks
Quite good enough to eat.

"And all the Misses Crabapple
Have blushed so rosy red

That very soon the farmer's wife
To pluck them will be led.

"Just see the Isabellas!

They're growing so apace
That they really are beginning

To get purple in the face.

"Our happy time is over,
For Mrs. Green Gage Plum

Says she knows unto her sorrow
Preserving time has come."

"Yes," said Mrs. Bartlett Pear,

"Our day is almost o'er.
And soon we shall be smothering

In syrup by the score."

And before the month was ended.
The fruits that looked so fair.

Had vanished from among the leaves
And the trees were stripped and
bare.

They were all in jars and bottles
Or in some dreadful scrape.

"I'm cider," said the apple;
"I'm jelly," cried the grape.

They were all in jars and bottles

Upon the shelf arrayed,
And in their midst poor Mrs. Quince

Was turned to marmalade.

— Popular Fashions.

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176

01UBS60N TBACHBRS MONTHLY

The First Thanks^vinnf.

"And now," said the Governor,
gazing

Abroad on the piled-up store
Of the sheaves that dotted the clear-
ings.

And covered the meadows o'er,
'"Tis meet that we render praises

Because of this yield of grain,
'Tis meet that the Lord of the harvest

Be thanked for his sun and rain.

"And therefore, I, William Bradford,

(By the grace of God, today*
And the franchise of this people)

Governor of Plymouth, say.
Through virtue of vested power,

Ye shall gather with one accord.
And Itold in the month of November

Thanksgiving unto the Lord.

"So, shoulder your match-locks, mas-
ters.

There is hunting of all degrees.
And, fishermen, take your tackle

And scour for the spoils the seas.
And maidens and dames of Plymouth

Your delicate crafts employ
To honor our first Thanksgiving

And make it a feast of joy."

At length came the day appointed;

The snow had begun to fall.
But the clang from the meeting-
house belfry.

Rang merrily over all
And summoned the folks of Plym-
outh,

Who hastened with one accord
To listen to Elder Brewster,

As he fervently thanked the Lord.

In his seat sat Govenor Bradford;

Men, matrons and maidens fair.
Miles Standish and all of his soldiers

With corselet and sword were
there.
And sobbing and tears of gladness

Had each in turn its sway;
For the grave of sweet Rose Stand-
ish,

Overshadowed Thanksgiving Day.

And when Massasoit, the Sachem,

Sat down with his hundred braves.
And ate of the varied riches

Of gardens and woods and waves.
And looked on the granaried harvest.

With a blow on his brawny chest,
He mutered, "The good Great Spirit

Loves his white children best."
— From Colonial Ballads.

ThAnksslviiig Progi»m.

The Thanksgiving program can
very easily be the culmination of the
November work. Let the stories and
compositions be of early colony days.
Drawings of the Mayflower, los
houses, block houses, spinning
wheels, turkeys and other things per-
taining to those early times wlU
make good illustrations for the writ-
ten work. Make a study of written
invitations and then have the chil-
dren write invitations to their par-
ents to attend the program. Illus-
trate the invitatioDd with one of the
above suggested drawings. Boy»
dressed as Puritans may act as door
keepers and Puritan maids may
usher and give out the programs.

Program :

Song, Thanksgiving song, Jessie
Gaynor.

Composition, Life In Colonial
Days.

Poem, Landing of the Pilgrims,
Mrs. Hemans.

Song, by Little Folks, Over the
River, Music Reader No. 1.

Poem, When the Frost Is On the
Pumpkin, Riley.

Song, Thanksgiving, Music Read->
er No. 2.

Poem, The Pumpkin, Whittier.
Tableau, Pilgrims Going to Church.
Let the children be costumed as are
the figures in the picture seen on
page 128 of the Kimball's Element-
ary English Book.

Tableau, Church Scene. Let the
people come in and take their seats
and listen attentively while the
preacher from his high pulpit reads
to them. One or two little folks may
fall asleep and the magistrate taps
them with his stick.

Tableau, Thanksgiving Party. Ma-
trons may set a table with all the
fruits of the season and when all Is
prepared the families and their
guests, the Indians, may draw
around and partake.

Costumes can be easily made. Pat-
tern after those in pictures. Use
simple settings, but draw on the in-
genuity of the children for all the
things needed. — ^Katherine Arbnth-
not, Oregon Normal School, Mon-
mouth.

• • •

The Course of Study in Agricnltore.

It is with hesitancy that the auth-
or approaches the task of preparing

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ORBGON TBACHBRS MOHTTHLY

177

an article on a topic so self-explan-
atory. Certainly the course of study
is well prepared, and in the intro-
duction the point of view of its auth-
or is clearly stated. In spite of this,
however, there are those who fail to
catch the significance of its use. For
example one teacher writes: "The
coarse of study advises us to 'arrange
to have a cow brought to school'
when studying dairying but the state
board of health orders us to keep the
school premises in a sanitary condi-
tion. Now, whose orders are we to
follow?" Another writes, "You ad-
vise us to have live bees for study,
what are you going to do if you don't
have them and can't get any in the
county?" These are merely samples,
many others might be cited.

Yes, you are correct; it is sad, but
true. And what is more, it comes
second nature with some. We can
furnish subject matter and method,
but we cannot furnish the push or
sound judgment necessary to insure
proper usage. That remains for the
individual. In these two cases both
were missing.

It is a simple matter to advise how
the course of study may be made to
serve. But after the advice is given
what will it amount to if the recipi-
ent does not possess the initiative to
transfer it to his or her problems.
Briefly this is the advice: Read the
introduction to the course of study
until the author's point of view has
become yours, then follow directions
and proceed.

Most of the faltering questions
come from teachers not possessing
technical training in agriculture. Of
course to handle the subject to best
advantage one needs the subject
matter himself. When this phase of
training has been omitted, the only
thing the teacher can do is to make
the best of it under the circum-
stances. Now does it mean that this
teacher will fail. The writer has in
mind a teacher who by merely fol-
lowing the directions of the course of
study so stimulated the pig club boys
in that school that all five of the
boys did good work, four winning
prizes at the county and two at the
state fairs. The teacher visited the
boys and discussed the situation with
the parents and boys, but never of-
fered Information more technical
than the boys had studied in their
class assignments. If one teacher
can do this, certainly others can.

Before you question the technical-
ities of the course of study or discard
It as some do, solve this situation.
Each year a corps of industrial club
organizers, sent from the state of-
fice and agricultural college, scour
the state offering suggestions, aa-
slsting in organizing clubs and every-
where giving unselfish efficient ser-
vice to all teachers who are willing
to use it. Fall rolls around and the
unsuccessful teacher is found condol-
ing herself with the thought, "No-
body told me how to organize a
club." Whose fault is it, is it a lack
of subject matter or method? The
wise superintendent knows, but he
isn't telling. So it is with the course
of study. Once the teacher actually
follows directions the bees will take
care of themselves. Will you be one
of those to follow directions? — ^L. P.
Qilmore, Monmouth, Oregon.

I would rather plant a single acorn
that will make an oak of a centur?
and a forest of a thousand years,
than sow a thousand morning glories
that give joy for a day and are gone
tomorrow. For the same reason I
would rather plant one living truth
in the heart of a child that will mul-
tiply through the ages, than scatter
a thousand brilliant concoits before
a great audience that will fla^h like
sparks for an instant, and like sparks
disappf^ar forever. — Edward Leigh
Pell.

A Mother's Creed.

I believe in the eternal importance
of the home as the fundamental in-
stitution of society. I believe in the
immeasurable possibilities of every
boy and girl. I believe in the im-
agination, the trust, the hopes, and
the ideals that dwell in tho hearts of
all children. I believe In the beauty
of nature, of art, of books and of
friendship. I believe in the little
homely joys of overydav lite. I be-
lieve in the goodness of the s?reat de-
sign that lies behind our complex
world. I believe in the safety and
peace which surround us all through
the overbrooding love of God. — Mrs.
Ozora S. Davis.

There are two ways of bein'r ^appy
— we may either diminish our wants
or increase our means; either will
do — the result is the same. — Frank-
Digitized by VjOOQ IC

Membership in the State Teachers' Association

The Oregon Teachers Monthly, on

July 1. 1916. became the official Journal
of the State Teachers' Association (both
divisions) and the price was raised to
11.60 per year, 60 cents of which sroes
to the Association. At the end of 3^
months (October 16) the followingr
teachers had paid |1.60 for their sub-
scription to the Oreg-on Teachers
Monthly, thereby entltfinsr them to
membership in the State Teachers' As-
sociation:

1 Nellie V. King. Wlnant

2 Fred Schepman. Waldport

3 John Blouffh, Toledo

4 Ma»ie L. Hampton, Toledo
6 M. Lillian Ernest, Denzer

6 Earl Brown, Philomath

7 Chas. Hart. Koselodgre

8 S. S. Gossman, Chitwood

10 J E. Davis. Chitwood

11 R. B. Wood, Orton

12 John Miller, EddyviUii

13 Verne Ross, Toledo

14 T. E. Wilpon, Turner
16 Paul Wyman, Bay City

16 Chas. Holway, Halsey

17 Laura A. Smith, Cottage Groye

18 H. W. Herron. Portland

19 Mary B. ScoUard, Woodburn

20 Li. W. Turnbull, CoQuille

21 Hazel Henkle, Monkland

22 A. C. Strange. Baker

23 Anna Dunsmore. Orenco

24 --

26

26
27
28
29
30
31
32
83
34
36
36
37
38
39
40
41

42 Erica Nordhausen. Aurora

43 Clara Ireland, Portland

44 Julie H. Burch, Oregon City
46 J. P. McGlasson. North Plains

46 Ethel Davis. Myrtle Creek

47 Mrs. E. H. Morrison. Portland

48 Coral Garvin, Corvallis

49 Inez Easton, Sitkum

60 Alethia Chapman. LaGrande

61 May Smith. Mabel

62 Helen Treat. Buell

63 Virginia Nottingham. Carlton

64 Elma Roberts, Sumner
66 Ruby Skinner. Lakeview

66 Frances Potter. Canby

67 Harriet B. Horrlgan, Hillsboro

68 Grace Egbert. The Dalles

69 Mary B. Underwood, Philomath

60 Ruth Dunbabln, Bourne

61 M. T. Means. Philomath

62 Mildred Taylor, Scappoose

63 ^f^rle Senn. Barlow

64 Bcsqa Lehmann. Sutherlln
66 Anna Bachmann, Clackamas

66 Adeline Buyserie. Hubbard

67 Isa Isaacson. Junction City

68 Anna Weisenborn. Deer Island

69 Myrel A. Bond. Irving

70 Rada Antrim. Amity

71 Marvin F. Wood, Corvallis

72 Carl E. Morrison, Perrydale

73 Waithla Watson, Rosebursr

74 H. C. Ostien, Monmouth
76 Eula Campbell, Freewater

76 M. S. Pi ttman, Monmouth

77 Hazel Goger, Boring

78 Clara Spiekerman. The Dalles

79 Mamie Iiarper, Wren

80 R. S. Bixby, Nolin

81 Mattie Foster, Klamath Falls

82 Nell G. JAoyd, Klondike

83 Margaret Rice, Shaniko

84 Martha Chase, Portland
86 Myrtle Clayville, Portland

86 C. D. Watkins, f)illey

87 Clara Larson, Toledo

88 Emma Murray, Klamath Falls

89 Marion Ford, Klamath Falls

90 May Wheaton, Coquille

91 Fannie G. Porter, Oregron City

92 Mable F. Johnson. Butte Falls

93 Helene Ogsburgr, Eugrepe

94 Velma Beardslee, Arlington

96 Gladys Anderson, Clear Lake, la.

96 Alice Lytle, Bonanza

97 Vara Stewart, Portland

98 Charles Knocke. Mt. Carmel. N. D.

99 Lydia Unden, Winchester

100 Jewell Delk, Drain

101 Matilda Jacobs, Portland

102 Mrs. Gladys Smith, Sprinsrfield

103 Helen Anderson, Meda

104 Alma Nichols, Culver
106 Gladys Hatcher, Buell

106 Sylvia Severance, Lexington

107 Dagmar Jeppesen, Boyd

108 Ora England. Walker

109 Florence E. Howatt, Portland

110 Rachel May, Timber

111 Ellen M. Yocum, Amity

112 Alice Jenkins, Eugene

113 Harry Whitten, Klhgsley

114 Violet M. Stolfe. Irving
116 Violet McCarl. Portland

116 Maude Largrent, Hullt

117 Elnor Sherk, Sutherlin

118 Ruth Peterson, Yoncalla

119 Grace Atkinson, Walton

120 Mrs. Mary Hulin, Carpentaria, Cal.

121 Mary E. Moore, Irving

122 Vera Merchant, Lebanon

123 Emma Kennedy, Coquille

124 Maybelle Wagner. McMinnville
126 Marguerite Freydig. Sutherlin

126 Ruth A. Brown. Eagle Creek

127 Ranie P. Burkhead. Shaniko

128 Mabel McFadden, Halfway

129 Angie Halley, Medford

130 Goldie Oroth, Freewater

131 Justina Kildee, Sutherlin

132 May B. Lund. Coquille

133 Mildred Jones, Amity

134 Grace V. Perce, Medford

136 Myrtle Ess. Klamath Falls
186 Sadie Heiberger. Wedderburc

137 Marie A. Smith, Buena Vista

138 Carolyn Woods. Cottage Grove

139 Ruth Finlay. Silver ton

140 Luella Daniel. Milton

141 Wilbert O. Wilson. Kopiah, Wash.

142 Nettye Moore, Flat River, Mo.

143 Ida Anderson, Early

144 Clara Luther. Halsey

146 Caroline Luther, Redmond

146 Clara Schneider. Gaston

147 Maud Keysaw. Walterville

148 Gladys Burr. Oregon City

149 Emily L. Marshall. Willamette
160 Lapensa Amrine, Oregon City
151 Arabella Davis, Portland

168 Pansy Oswald, Gladstone

163 Pearle Rue^g, Gresham

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ORBGON TESACHJSRS MONTHLY

179

154
155
156
167
168
159
160
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223
224
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227
228
229
230
231
232
233
384
236
236
237
238
339
240
241

Ijoney Yoder, Hubbard
Mr». H. L. Hull. Oregon City
Ruth F. Hudson, Mulino
Elizabeth Roach, Cherryville
Brenton Vedder, Gladstone

T»ii«^K -kjr T.<*to-l£

V^. XX. TV IIOWII. V^UIIUUM

May Payne. Mitchell

Gladys Denney. Oakland

Laura Brenner, Oregron City

Pearl Wilson. Milton

J. B. Lent Fairview

Mrs. A. E. Watson. Portland

Mary Ulen, Portland

J. B. Horner, Corvallis

Nina Taylor, Portland

M. E. V. Hess. Portland

Hattiebelle Ofrilbee, Portland

Helen Dahl. Gresham

C. G. SprJnffer, Madras

Eva Schneider. Borinff

Ruth Schmuckli, Portland

Marian Robertson. Gresham

Nellie Renshaw, Mayville

Maude B. Mickel. Gresham

P. C. Fulton. Holbrook

L. B. Gibson. Hood River

Mrs. Ora D. Fleming:, Lents

Ada Werner. Portland

E. Williams. Portland

Nellie Washburn. Portland

Mrs. MarRTaret B. West. Portland

Minerva Powell, Troutdale

Marguerite Miller. Portland

Mabel F. Burgrhduff. Portland

Louise Sterling:. Corbett

Vina Swan. Camas. Wash.

Mrs. Jennie Carr, Portland

Cornelia J. Spencer. Portland

Eva S. Rice. Portland

242 Frances S. Estes. Portland

243 Emma Ruetet*. Portland

244 Mrs. Minnie Parsons, Portland
246 Nell O. Be vans, Portland

246 Mary E. Hill, Portland

247 Estelle Marias. Portland

248 Lutie E. Cake. Portland

249 Margaret L Pomeroy. Portland

260 Evlyn Cornutt. Portland

261 C. May Moriarty, Portland
261 Phila Nicoll. Portland

264 Kate E. Wiest, Astoria

264 Jeanette Pound, Salem

266 Mina Mag:ne8S. Myrtle Point

266 W. F. Cornwell. McEwen

267 Leila Lasley, Toledo

268 Clara Straug:han, Pendleton

269 Mary Stein, Union

260 W. M. Smith. Salem

261 A. R. Nichols, Corvallis

262 Frank W. Weber, Bend

263 Marg:aret V. Thomas, Gardiner

264 Jessie Wag:ener, Alsea
266 Edna Burke, Boring:

266 Luann Hiatt, Tillamook

267 Mrs. S. E. Barnes, Portland

268 Ivan D. Wood, Union

269 Mabel Saunders, Richland

270 Reta E. Waller, Oakland

271 Marie Wainrig:ht, Mayville

272 Ruth H. Ball, Klamath Agency

273 Mrs. Edith Coleman. Lafayette

274 Jessie Armstrong. Astoria

275 Mrs. W. G. Thompson. Nyssa

276 Hugh J. Boyd. Portland

277 Emma Clanton, Portland

278 Merle A. Nimmo. Springfield

279 Blanche Darby. Wllderville

280 Margaret L. Davies. Mt. Vernon

281 Mabel St, Pierre, Salem

282 Ruth E. Hyland. Oakridge

283 G. W. Nash. Bellingham, Wash.

284 Dorothy Waugh. Portland
286 Freda Bohn, Woodburn

286 Delia Rynning. Estacada

287 Ava Owen, Beaver

288 Myrtice Fowler, Nortons

289 Beatrice Buckner, Oak Grove

290 Alice L Bennett, Mosier

291 Bessie G. Immel, Marshfield

292 Adella Mortensen, Early

293 W. M. Kent, Gold Beach

294 G. P. Harrington, Grold Beach

295 Mrs. Alida Laduron, Brookings

296 W. H. Grant, Cecil

297 Fay Duff. Pendleton

298 Beulah Thorp. Aurora

299 Florence Buell, Oakland

300 Louisa E. Counsel!, LaGrande

301 F. A. Bloomfield, Derby

302 E. H. Anderson. Newberg

303 Ethel Ross. Newberg

304 A. R. Tollefson. Corbett

305 Minnie Mascher, Silverton

306 Benedictine Sisters, Woodburn

307 Roy Bower, Lorane

308 Elizabeth Martin, Boyd

309 Minnie Fortna. Athena

310 Neita Lewis, Newberg

311 Lena Wolcott, Peak

312 Winifred King, Corvallis

313 E. Pearl Smith, Corvallis

314 E. H. Castle Philomath

315 G. E. Ross Lebanon

316 Ferd W. Jones, Corvallis

317 Mrs. Earl Miller, Albany

318 Rose Kaldor, Monroe

319 Rhoda Newkirk, Monroe

320 J. V. Kane. Lyons

321 J. E. Dunton, Lebanon

322 Elsie Moore. Corvallis

323 Anna Denman. Lebanon

324 W. L. Jackson. Albany

325 Mrs. Daisy Allen, Shedd

326 J. M. Poe, Berlin

327 Victoria Soderstrom, Harrisburg

328 Nora C. Coleman. Sweet Home

329 Clara Van Matre. Alpine

Digitized by VjOOQIC

180

OREGON TSACHJSRS MONTHLY

330 £:8tella Dooney, Foster 418

331 Alice Boyle. Brownsville 419

332 Mary Connet, Foster 420

333 Engrra Benson. Crawfordsville 421

334 Smith B. Holt. Thomas 422

335 Ruth Simpson. Suver 423

336 V. B. Higrbee. Albany 424

337 Jennie Reed, Harrisburg: 425

338 Mrs. Hattie Allen. Hoskins 426

339 Sisters of Mercy. Roseburgr 427

340 Jacob Stocker. Foster 428

341 Acie D. McClain. Lebanon 429

342 Ruth A. Wigrht. Lebanon 430

343 Mary A. Binns. Monroe 431

344 Urich S. Burt. Corvallis 432

345 H. B. Brookhardt. Albany 433

346 Arline Hoerr, Lebanon 434

347 Helen Myers. Albany 435

348 Bessie Truelove. Corvallis 436

349 Joy Extel. Corvallis 437

350 M. J. Looney, Tangrent 438

351 Frank Brumbaugh. Lebanon 439

352 G. M. Spra^ue. Mill City 440

353 Gussie Stadden. Summit 441

354 O. J. Schroyer, Summit 442

355 Helen Metcalf, Scio 443

356 Belle Wilson. Harrisburgr 444

357 Alwilda Wilson. Albany 445

358 C. F. Bigrbee, Crabtree 446

359 B. A. Johnston, Corvallis 447

360 Helen Rose Plov. Junction City 448

361 M. E. Arnold. Albany 449

362 Joanna Hislop. Corvallis 450

363 Fred Lockley, Portland 451

364 Esther Gilbertson. Harrisburgr 452

365 Minnie McCourt. Albany 453

366 J. N. Bilyeu, Crabtree 454

367 D. U. Cochrane, Kings Valley 455

368 Marie F. Schrepel. Philomath 456

369 Mabel Hann, Harrisburgr 457

370 Ruth Hacking^, Blodgett 458

371 F. M. Maxwell, Halsey 459

372 Venia Powers, Payette. Idaho 460

373 Blanche Scharmann, Portland 461

374 Mrs.Bertha McKinley.Rogrue River 462

375 Mary Hostetler, Silverton 463

376 Mrs. Mary Wight, Beswick, Cal. 464

377 Signa Johnson, Colton 465

378 Dale Loftin. Waterloo 466

379 W. J. Patterson, Wamic 467

380 Louise Rintoul, The Dalles 468

381 lea L. Derthick, Wapinitia 469

382 Phyllis Fischer, Maupin 470

383 Frankie Allen, The Dalles 471

384 Agnes Campbell, The Dalles 472

385 Enid Bell, Big Eddy 473

386 Ethyl Gibson. Boyd 474

387 Helena Fleck, The Dalles 475

388 Mary U. Michell, The Dalles 476

389 Marcia Selleck, Dufur 477

390 Bessie Bonney, Tygh Valley 478

391 Mary Adair, The Dalles 479

392 Katherine Arbuthnot, Monmouth 480

393 Christine Ketels. The Dalles 481

394 Frances E. Bennett. Dufur 482

395 Elizabeth Leben. Dufur 483

396 Mary V. Miller, Maupin 484

397 Rose C. Hassing, Dufur 485

398 Ella M. Syron, Maupin 486

399 Margaret Walker. Mosier 487

400 J. P. Ross, Mosier 488

401 Mrs. G. R. Crofoot, Maupin 489

402 J. S. Wright, Dufur 490

403 Arthur Bonney, Criterion 491

404 Ruth VanZandt, Mosier 492

405 Mary Dennis, Boyd 493

406 Lucy S. Ruggles, Dufur 494

407 Dorothy Passmore, Mosier 494

408 Clara Lorenzen. The Dalles 496

409 Hazel Seeley, The Dalles 497

410 Ralph Southwick, Wallowa 498

411 Virgil Melvln, Ada 499

412 Genevieve Haven, Kent 500

413 Hilma Anderson, Portland 501

414 H. M. Sherwood, Portland 502

415 Phyllis Purdln, Pendleton 503

416 Loretta Harding, Florence 504

417 Floyd L. Senter, Acme 505

Beatrice Runcall, Portland

Ruby Fenwick, Jordan Valley

Laura S. Barry. Plush

Lulu Maxwell, Banks

F. Irma Coon, Lauree

Bess Palmer. Springfield

Ethel Mudge, Heceta

Maude Wakefield, lone

H. O. Nedry, Hardman

Sylvia McCarty, Sinnott

Catherine J. Doherty, lone

H. H. Hoffman. Heppner

Sophia Burke, Heppner

Mrs. Blanche Watkins, Heppner

L. A. Doak. lone

S. E. Notson, Heppner

S. H. Doak, Lexington

E. S. Payne, Heppner

W. L. Suddarth. Irrigon

Orlena Suddarth, Irrigon

Edna Carmichael, Lexington

Lera Githens, Morgan

Mrs. Lucy T. Wedding, Heppner

Myrtle Miller. Lena

Josephine McDevitt. Lena

Olive Moss. Portland

Metta C. Brown. Portland

Ruby Briggs, Foster

Grace Schuebel, Canby

Alicia Pearl Horner, Portland

Lena E. May, Sherwood

Golda M. Johnson, Crawfordaville

Bessie M. Hanseth, Monmouth

R. L. Green, Fossil

Fred Hawes, Winlock

Ida Olson, Fossil

Lillian Duff, Fossil

C. R. Deems, Burnt Ranch

Eva Boyle Linville, Spray

Leah Blann, Twickenham

B. L. Murphy, Spray

Mrs. Elizabeth Bowerman, Fossil
Flora Gilliland, Fossil
Susan E. Prindle, Antone
Rayma Lee Van Horn, Fossil

C. R. Curfman, Kent
Kent School. Kent
Ethel L. Hooper, Hoskins
Edna Hamlin. Brownsville
Oliver Matthews. Boyd

E. B. Moore, John Day
C. H. Poole, Canyon City
Bruce Hayes, Prairie City
R. E. Bible. Hamilton
Margaret Mitchell, Caverhill
Clara B. Carroll, Dayville
Mabel Thomas, Prairie City-
Rachel Ballance, Long Creek
Mrs. W. W. Slaughter, Ritter
Mrs. C. W. Curtis, Beech Creek
Corwin A. Harvey, Fox
C. H. Justice, Cotton Wood
Mrs. Laura Collins, Hamilton
Wesley Harryman, Long Creek
Robert Harryman, Monument
Mrs. L. A. Slaughter, Monument
E. W. Kimberling, Prairie City
V. E. Danels, Prairie City
Millie Ricco. Austin
W. M. Bennett, Dayville
Anatta Burch, Enterprise
Wilhemina Hemrich, Albany
Amel Moore, Madras
Osie H. Jewell, Madras
Ethel Klann, Madras
Elva J. Smith, Madras
Lelota Horrigan, Gateway
Christine Ferm, Lexington
Hazel Thorson, Bend
Irene Weekly, Marshfield
Emma M. Schreiber, McMinnvllle
Bertha King, Corvallis
Vera Tipton, Reedsport
E. T. Reed, Corvallis
Irene Douglas, Willows
Sylvia Hardman, Condon
Beatrice Snell, Arlington
Enid G. Leeper, ^Condon

Digitized by VjOOQ IC

ORS3GON TESACHBRS MONTHLY

181

L

Ue m - ■ a:

1

(H

i^^l

1a

;0

^»

i-*

r r

? Westen Vmtiai BIMs

Fo I chool Room Windows

They soften bright sunlight, yet supply
an abundance of light.

They also supply perfect ventilation.
Write for illustrated booklet.

Western Blind & Screen Compsny

2708 Long Beach Ave., Lob Angeles, Cal.

History Teachers

Shoald write for 4-piure announcement of

BxMSted Anctont SOstoxy Wall Maps
HardSiv Medieval * Modern Hiftoxy Maps

DEVOTEB-GBPPBBT OOMPAHT,
fldiool Map PvbUalwn,
&. CHIC

460 Bast Ohio

cmoAoo.

SCHOOL SUPPLIES

Oatalogae mailed free to Teachers. Speakers,
Recitations, Dialogues, Plays, Marches, Drills,
Exercises, Oelebrations, Entertainments,
Games, Songs. Reward and Gift Cards,
Drawing, Sewing, Number, Beading; Alphabet
and Busy-work Oards, Reports, Records,
Drawing Stencils, Blackboard Stencils, Maps,
Globes, all School Goods. Address to

A. J. FOUOH * CO.,

WABBBN, PA.

THE KEYSTONE OF

Before you decide on your
trip East consider

Mt. Shasta

Lake Tahoe

San Francisco

Tosemite

Big Trees
Los Angeles

Salton Sea
Apache Trail

El Paso
San Antonio
New Orleans

ESxceUent Dining Cars

AU Steel Sleepers

Electric Lighted

Rock Ballast

Heavy Rails

Automatic Signals

Red Cap Porters

Information Men

Well Arranged Schednles

Limited Trains

Steel Coaches

The fare is bnt slightly higher than

other routes. Liberal stop-overs

allowed.

S
£
R
V
I
C
£

A postal will bring booklet "Wayside Notes" or ask local agent
Jolin M. Scott, General Passenger Agent, Portland, Oregon.

SOUTHERN PACIFIC LINES

Digitized by VjOOQ IC

182

ORBGON TESACHBRS MONTHLY

506 Mrs. Lun Searcy, Condon 593

507 Eunice Ebbert. Gwendolen 594

508 Phyllis Fate, McDonald 595

509 Clara M. Blais, Condon 596

510 Cora Smith, Condon 597

511 Lottie Keizur, Condon 598

512 Esther J. Turner, Clem 599

513 Carrie W. Burnham, Arlington 600

514 Bessie C. Lafferty, Condon 601

515 Mabel L. Williams, Condon 602

516 Mrs. Ethel Mulkey, Arlington 603

517 P. J. Mulkey, Arlingrton 604

518 Lydia B. Higrhlands, Mikkalo 605

519 Mrs. W. H. Reynolds, Condo** 606
620 Maudc; Grider, Condon 607

521 Lee Byers, Lonerock 608

522 Mrs. Minnie F. Wilson, Cecil 609

523 Mildred Force, Arlingrton 610

524 Alveda Peterson, Arlington 611

525 Alma Randelin. Condon 612

526 Jessie Hardie, Condon 613

527 Marjory Hardie. Trailfork 614

528 J. C. Sturgill, Condon 615

529 Alice McLean, Mercer 616

530 Vida McLean, Eugene 617
581 Ida Foott, Portland 618

532 Mary E. Thompson, Marshfield 619

533 K. W. Onthank, Eugene 620

534 Margaret A. Gray, Thurston

535 Anne G. Jackson, Knappa 621

536 Mary Harrison, Madras 622

537 Albert H. Gillett, Dayton 623

538 Madge Thomas, Buena Vista 624

539 Etta Halley, Willamette 625

540 H. E. Inglow, Forest Grove 626

541 Grace Pryor, White Pine 627

542 Clyde L. Knapp, Salem 628

543 H. C. Todd, Salem 629

544 Emma C. Brack, Woodburn 630

545 Ellen Greibenow, Salem 631

546 Emma Walker. Salem 632

547 Mattie Neeley, Turner 633

548 Harry Bailie, Silverton 634

549 Henriette Berning. Mt. Angel 635

550 Helen Kefer, Mt. Angel 626

551 Josie Thompson. Grants Pass 637

552 Mrs. Harriet Minthorn. Rogue 638

River 639

553 Lois Sims. Hubbard 640

554 Mabel Van Fleet, Mehama 641

555 Hilda M. Nerison, Silverton 642

556 Flora Grice, Salem 643

557 F. A. Myers, Aumsville 644

558 H. M. James, Silverton 645

559 Mrs. H. H. Paget. Macleay 646

560 J. H. Collins. Woodburn 647

561 Anna Lindgren. Salem 648

562 Osie Grice, Aumsville 649

563 W. C. Gauntt, Stayton 650

564 J. G. Noe, Hubbard 651

565 Alta B. Brown, Lyons 652

566 Minnie L. Joeckel. Silverton 653

567 Margaret West, Oregon City 654

568 Ellen Currin, Salem 655

569 Kate Willoughby, Arago 656

570 Daisy Carter, Salem 657

571 Margaret J. Cosper, Salem 658

572 Mrs. E. H. Belknap, Turner 659

573 F. P. Sherman, Woodburn 660

574 Hilda J. Olson, Silverton 661

575 A. N. Arnold, Salem 662

576 E. S. Stultz, Scotts Mills 663

577 Bertha C. Byrd, Salem 664

578 B. K. Cook, Salem 665

579 Julia Iverson, Salem 666

580 Alice E. Estes. Scotts Mills 667

581 Mrs. L. R. Stinson, Stayton 668

582 Elwina E. Schramm, Salem 669

583 Mrs. Marie Ehmer, Salem 670
581 Greta Phillips. Salem 671

585 Leota C. Humphrey, Turner 672

586 Emma F. More, Salem 673

587 R. L. Young. Mt. Angel 674

588 Abble S. Davis, Salem

589 Mabel Temple, Salem 675

590 W. J. Mishler. Woodburn 676

591 (5race Johnson, Niagara 677
692 Ina C. Hubbs, Silverton 678

Neita Royer, Salem

Mrs. LaMoine Clark. Salem

Agnes Briggs. Jamieson

Frances Chivington. Portland

W. A. Pettys, Portland

E. S. Evenden. Monmouth

H. D. Sheldon. Eugene

Mrs. Marie S toller. Metolius

Emma Agee, Wilsonville

Martina H. Thiele, Hood River

T. J. Skirvin, Wamic

Amilla Dart. Sclo

Cora Gay, Rickreall

Armilda l>oughty. Monmouth

Mrs. Chloe Wood, Dallas

Lester Gardner. I>allas

Mrs. Ella Oleman, Hoskins

Roberta E. Balland. Rickreall

Geneva Sayre. Black Rock

Mrs. Mattie Neal, Grand Ronde

H. H. Matthews. Phoenix

Rose H. Gay. Gold Hill

W. O. Wheeler. Eagle Point

Anna Jeffrey. Medrord

Dorothy Hartung, Junction City

Grace L. May. The Dalles

Eula Strange, Portland

Neva L. McReynolds. L&ngells

Valley
Alma Sutherland. Bakeoven
Ruth Dowd, Weston
John R. Stuber. Joseph
Harvey A. Wright, Rickreall
Nellie Keyt. Independence
Willis A. Johnston, McCoy
Edith Montgomery. Falls City
Mrs. E. R. Palmer. Dallas
Grace Porter, Rickreall
E. H. Hedrick. Monmouth
W. I. Reynolds. Dallas
Lor a Chute. Independence
Alice E. Quint. Black Rock
Mabel C. Gillette. Independence
Elsie L. Taylor. Salem
Winona Rowland. Rickreall
Alice Mcintosh, Monmouth
Georgia Curtiss. Dallas
Effie Cuthbert. Sheridan
Gertrude R. Wilson. Monmouth
Olive McCready. Suver
W. L Ford, Dallas
Rose Bodayla, Salem
R. W. Tavenner. Independence
Nellie Young, Parkers
Floyd O. Miller. Dallas
Edna Sweeney. Buell
Gladys Stewart, Rickreall
Jessie Hunt, Independence
John Kurtichanov, Chitwood
J. I. Reasoner, Dallas
Gladys Mitchell, Independence
Loraine Goehring, McCoy
Clara Sampson. Nortons
June Philpott, Corvallis
Sara Huntington, Yoncalla
Retta M. Allen, Whitney
Sophia A. Wilson, Portland
Emma Post, Drain
Agathe Grondahl, Portland
Dora E. Starke, Amity
G. W. Milam, Gold Hill
Mrs. W. N. Davis, Rogue River
Mrs. O. C. Lichens, Kerby
W. H. Ashcraft, Ashland
Lillian L. (Jammlll. Trail
Emily DeVore, Medfbrd
Elizabeth Elmore, Applegate
Viola Hogan, Trail
Chester Cook, Wolf Creek.
We.ssle Griffith. Medford
H. Howard Grover, Medford
Nellie B. Ross, Ashland
Annie O'Keefe. Huntington Beach,

California
Lela E. Bloom, LaGrande
Nellie Shelley. Merlin
Margaret McQuistion, Grants Pass
Susanne Homes. Ashland

Digitized by VjOOQ IC

OREGON TESACHBRS MONTHLY

183

Northwest Nor-
mal School of
Music and Art

Z. M. PABVIN, Mas. Doc,
Director.

The course of study includes —
Singing, Piano, Harmony,
Counterpoint, and Musical Edu-
cation. Write for circular and
further information, 408 Til-
ford Bldg., Portland, Oregon.

THE

CAPITAL
NORMAL &
INDUSTRIAL
SCHOOL

SAIiEH. OREGON

TRAINS FOR SCHOURSHiP

AND

HI6HER IIRADE CERTIFICATE

Salaries adjust themselTes accord-
ing to the qualifications and am-
bitions of the teacher. When you
see some teacher receiving more
money than you for your services
you had better study the cause
and then apply the remedy. Make
up your mind that you are going
to raise the grade of your certifi-
cate this year.

Our departments are:
Normal, Preparatory, Business,
Shorthand, Typewriting,
and Printin^^.

Schot
Book
Depo

for the S

^« » ■ » » <

••♦♦♦♦•••♦•<

ill

A special ro
where sample

Books, Books xui xoa^-uerB jua*

aminations, Reference Books, Books
for School Libraries, etc., can be
seen and inspected. Teachers are
invited to make use of this room
as often as they like and make ap-
pointments to meet their friends*
here.

The J. K. Gill Co.

Booksellers, Stationers,

Complete Office Outfitters,
Third ft Alder Sis., Portland, Or.

Digitized by LjOOQIC

184

ORBGOlf TBACHBRS MOJVTHIiY

679 Gladys Musgrrave. Hardman

680 Laura Jackway, Troutdale

681 Mary E. Wilcox, Sheridan

682 Winifred A. Joyce, Portland

683 Sherman Smith. Helix

684 Alice N. Stanin^er, Waldo

685 Laura E. Hansoln, Ashland

686 Edith R. Fredenbur^, Brownsboro

687 Havel Shaver, Ashland

688 Emma Wendt. Jacksonville

689 Roy Brown, Murphy

690 Maude Philbrook, Medford

691 Robert L Peachey, Jacksonville

692 May Nor doff, Medford

693 Julia Sidley. Eagrle Point

694 Vera Kellems, Grants Pass

695 Pearl L. Gould, Butte Falls

696 Blanche Crime, Grants Pass

697 Mary A. Oakes, Hugo

698 Q. W. Agrer, Talent

699 Anna Potts, Merlin

700 J. A. Churchill. Salem

701 H. C. Seymour, Corvallis

702 C. S. Cramer, Medford

703 E. B. Stanley, Central Point

704 Leonard M. Buoy. Butte Falls

705 A. R. Peterson. Medford

706 Stella M. Paddock, Grants Pass

707 J. C. Banard. Tolo

708 A. E. Humpton. Selma

709 Mrs. Alberta Jones, Beadle

710 D. K. Luthy, Gold Hill

711 Katherine Foley, Gold Hill

712 V. A. Davis, Central Point

718 Mrs. Mollie Beldin^. Grants Pass

714 H. H. Fox. Lake Creek

715 Florence Querry, Medford

716 Tom L. Ostien. Waldo

717 H. H. Wardrip, Grants Pass

718 Helene Knips. Grants Pass

719 J. A. Bish. Wilderville

720 Marian I. White, Grants Pass

721 Laura C. Atkins, Grants Pass

722 Margaret Gallingrer, Jacksonville

723 B. F. Nibert. Applegrate

724 Gertrude Engrle, Ashland

725 Daisy M. Lewis. Jacksonville

726 P. H. Daley. Medford

727 Kathryn Dunham. Medford

728 Harriet Wilson. Medford

729 Mrs. May Rose. Wonder

730 Lucia C. Chapman. Waldo

731 Pina Benedict. Ashland

732 Clara Skyrman. Trail

733 Lucile Rader. Medford

734 Dewie E. Howe. Trail

735 Hazel Taylor, Central Point

736 Marie Dolan. Hugro

737 Melvina M. Fox. Merlin

738 Aneta M. Chellin. Grants Pass

739 Mrs. Geo. B. Canode, Medford

740 Felix E. Moore. Ashland

741 Elizabeth Neidigrh. Knappa

742 Annie Williamson, Fisher

743 Belle M. Yeates, Fossil

744 Minnie Schaller. Salem

745 E. B. Nedry. Nyssa

746 Luther D. Cook, Paradise

747 Walter T. Clay. John Day

748 Sister Mary Amelbergro. St. Paul

749 Carrie B. Livesley. Deschutes

750 Lena Woodward. Medena. Ohio
761 B. H. Calkins, Whlteson

752 A. Devaul, Paisley

753 Gladys Pearson, Hammond

A Good Boost.

A circular sent out by Superin-
tendent J. E. Myers of Crook county
to his teachers under date of October
5 contained the following paragraph:
"The Oregon Teachers Monthly, be-
ginning with the Septenibcr number.
Is entirely under new management.

The State Teachera' A9sociatlon has
entire control of the editorial depart-
ment. Everything that will be con-
tained In the journal will be of very
close interest to the teachers through-
out the state. A good many home
problems will be discussed in its
issues. Since this publication is en-
tirely under the super\lsion of the
teachers, its interests will be the
teachers, and we wish to urge every
teacher of the county to become a
subscriber of our home school paper.
The subscription price, including
membership in the State Teachers'
Association, is $1.50 per year, in ad-
vance. Address all communications
to Oregon Teachers Monthly, Salem,
Oregon."

Washington Hi^ School News.

Miss Fannie Barber, of the English
Department of Washington high
school, Portland, is exchanging places
this year with Miss Phila M. Helt, of
the North Attleboro, Massachusetts
high school. Miss Helt is a mem-
ber of the 1913 class of Wellesley.
Two of the new teachers are gradu-
ates of Cornell College, Iowa. Miss
Belle Tennant taught last year in
Wisner, Nebraska, and Miss Cora
Colton comes to us from Cashmere,
Washington. The new gymnaslnm
director for boys is Mr. Robert
Krohn, Jr., son of the popular cliy
director of athletics. Mr. Krohn re-
cently graduated from Stanford Uni-
versity. Miss Margaret Artingstall
has resumed her place in the art de-
partment after a year's absence in
the East. Ti. B. Spalding has taken
the place in the forge room, left
vacant by the resignation of Mr.
Granning, who has accepted a sim-
ilar position at O. A. C.

THE SOLUTION.

When
And

When
And

When
And

When

You

the ^orld seems all distorted,
your friends are very few;
your pocket-book is empty,
men frown on all you do;
ill health seems staring at you.
your strength you fear will fail;
at thought of life's great trou-
bles
the fate of men bewail —

Then, my friend, look up! not down-
ward.

Ope the windows of your soul!
Live above the plain of shadows.

Keep your eye on distant goal!
For all trouble lies within you,

Nauffht but harmony without:
Therefore trust eternal goodness.

Nevermore give way to doubt!

— L. S. Foght

Digitized by LjOOQ IC

ORBGOir TBACHBRS MOJVTUIiY

185

New Sanitary Adjustable
School Desk

Hyloplate Blackboard

Write for catalogue of

SANITAB7 DESKS

Six different kinds

SCHOOL BOOM HEATERS

Blaps, Globes, Supplies.

NOTHWEST SCHOOL
FURNITURE COMPANY,

944-246 Third St., Portland, Or.

THB POBTLAND OFFIOB OF THB

FISK TEACHERS' A0ENC7

WELOOMBS

Teachers for all kinds of
teaching positions. We
are known from the At-
lantic to the Paeifie
Ooast and can locate yon
in a more satisfactory
position than yon conld
find for yourself. We
make prompt replies to
all inquiries, fnmish the
best available teachers
for all positions.

Send ns your address
and we will shall be glad
to mail yon full partic-
ulars.

J. v. ELLIOTT.
514 Journal Building, Portland, Oregon.

OF THE 15
VARIETIES

Government Jots for
Teeehers—^IOO Month

All teachers should try the U. 8. Oovern-
ment examinations soon to be held through-
out the entire country. The positions to be
filled pay from $1200 to $1800; have short
hours and annual vacations, with full pay.

Those interested should write immediately
to Franklin Institute, Dept. R 190, Rochester,
N. T., for schedule showing all examination
dates and places and large descriptive book,
showing the positions obtainable and giving
many sample examination questions, which
will be sent free of charge.

We make Tari-
ouB styles of
Duck Shades,
both roller ana
folding. Write
U8 for eataloff,
I prices and free
^ sample shade.
OUrer Steele Mfff. Ce., SpteelasdU Isd.
irOETHWBST SCHOOL FUBNITUBB CO.
244 Third St., Portland, Or.^
Sales BepresanUtlye In the ITortiiwest.

Mirth and cheerfulness are but the
reward of innocence of life. — Sir T.
Moore.

Digitized by VjOOQ IC

The State Schools

University of Oregon.

Prof. Earl L. Packard, new this
year in the department of geology at
the University of Oregon, came here
from the University of Washington
where he was instructor in geology.
Mr. Packard took his A. B. degree at
the University of Washington Id
1911 and his M. A. there in 1912.
His Ph. D. was received from the
University of California in 1915. He
is doing research work on a group of
invertebrates. In May, 1916, he pub-
lished a paper on "Mezozoic and Cen-
pzolc Mactrinae of the Pacific Coast
of North America" and in February
of the same year he published "The
Faunal Studies in the Cretaceous of
the Santa Ana Mountains of South-
iern California." Just at present he is
working on a report in connection
with the United States bureau of
fisheries.

A new professor in the law depart-
ment is Ralph S. Hamilton who grad-
uated from the University of Mis-
souri in 1905. He has practiced 11
years, six years in the state of Wash-
ington, and five years in Oregon.

Being born in Russia of a German
father and a French mother, having
traveled for nearly eight years in
South America and after that in
'Africa, H. F. Harthan decided on the
Spanish language as a medium to
express himself. Mr. Harthan is the
new professor of Spanish at the uni-
versity. When a boy Mr. Harthan
went to the same school in Germany
where the Prince of Saxonia Meinin-
gen and the son of the chemist, Sres-
eniuB, attended. He has traveled all
over Europe. He graduated from the
University of California in 1912,
taught there one year, taught one
year in Belmont Military Academy
and in 1915 taught at the Missouri
State Normal School in the winter
and in the following summer session.
Mr. Harthan is working on a Spanish
reader for high school and university
Instruction.

George F. Richardson, assistant
professor of rhetoric, graduated
from Grinnell college, Iowa, in 1904.
In 1909 he took his M. A. degree at
the University of California and in
1914 his Ph. D. degree there. In

1910-12 he taught at the University
of Missouri. He was two years teach-
ing fellow at the University of Cal-
ifornia and at other times he has
taught in public schools. His book,
"The Neglected Aspect of the En^r-
lish Romantic Revolt'' was published
by the University of California In
collegiate series. Just at present Mr.
Richardson is engaged in a double
translation of Beowulf in verse and
prose.

A. H^ Schroff, the new professor In
art at the University of Oregon, is
teaching the practical methods which
he has actually used in 32 years of
experience in making decorative de-
sign. His chief interest is in stained
glass. At the World's Columbian
Exposition in Chicago in 1893, Mr.
Schroff took a silver medal for
stained glass. Mr. Schroff's first
studying was done under his father
who was a graduate of the Royal
Academy of Berlin. Later he went
abroad to study mediaeval 13th cen-
tury glass in England and France.
He painted with and was influenced
by Charles H. Woodbury, considered
the greatest marine painter In Amer-
ica, who was his chum. Mr. Schroff
has devoted himself chiefly to dec-
orative art such as stained glass, mu-
ral decoration, designing for various
crafts, mosaic, carving and so on.

Albert N. French graduated from
the University of Washington with
his A. B. degree in 1911 and in 1916
he received his M. A. degree there.
He was superintendent of schools at
Port Townsend, Wash., for four
years. Mr. French has worked out
experimentally in public schools the
social science corps of instruction
for secondary school work. He wrote
this thesis on that subject. He Is a
professor of education at the Uni-
versity of Oregon.

J. Hugh Jackson, who is a pro-
fessor in the school of commerce,
graduated from Simpson college, In-
dianola, Iowa, In 1912. For one year
he was in the Des Moines National
Bank and for three years he was an
Instructor in high schools. While
he was teaching in a St. Louis high
school he did graduate work one
year at Washington university. Mr.

Digitized by VjOOQ IC

ORBGON TBAOHBRS MONTHIiY

187

An
Idea
Sch^
Mac

Ths
Model
doubt
•chool
automa

equippi
Sound
volume
accomi
that it
instmi
or the

Digitized by VjOOQ IC

188

ORIBGOlf TBACHBRS MONTHLY

Jackson did graduate work two Bum-
mers at the University of Wisconsin.
Howard Annett, who was a gradu-
ate of Northwestern university in
1914, has studied in the American
Conservatory of Music and with pri-
vate teachers in Chicago. In the sum-
mers of 1914-15 he played in Chau-
tauqua. He taught music at Epworth
Seminary where he did concert work
along with his duties as instructor in
music. He is now an Instructor at the
University of Oregon.

Herman Schwarz was born in Loer-
rach. Grand Duchy of Baden, in Ger-
many. After attending the gymna-
sium he went to the universities of
Heidelberg and Freiburg where he
majored in German and French. He
rfeceived his doctor degree at Frei-
burg. Coming to America, Mr.
Schwarz was four years in Philadel-
phia. For one year he was lecturer
in the graduate school of the uni-
versity of Pennsylvania. Following
that he was three years instructor in
German at the University of Califor-
nia. He is assistant professor in Ger-
man here.

Allan C. Hopkins was graduated
from the Wharton School of Com-
merce of the University of Pennsyl-
vania in 1914. Following his gradu-
ation he was assistant professor in
insurance and commerce at that uni-
versity. This year he is at the Uni-
versity of Oregon as instructor in in-
surance and commerce, assistant to
H. B. Miller.

The new secretary to the presi-
dent, Karl W. Onthank, took his A.
B. degree from the University of Ore-
gon in 1913. One year following he
was principal of a high school in
Hood River valley. He was super-
intendent of schools for two years at
Tillamook. In 1915 Mr. Onthank
got his M. A. degree here. His grad-
uate thesis was "A survey of the
Schools in Hood River County." He^
is very Interested in surveys of rural
schools. He is secretary in the sci-
ence and mathematics section of the
Oregon State Teachers' Association.
In his undergraduate days he was
editor of the college paper, the Em-
erald, and editor of the year book,
the Oregana.

With eight years experience as
settlement worker in New York and
Chicago, librarian, and Y. W. C. A.
field secretary, Elizabeth F. Fox
comes to the University of Oregon
as the new dean of women. After

her graduation from Barnard College
of Columbia university in 1908 Miss
Fox did social work in New York
city in connection with Dr. Robert
G. Boville. Her chief interest was
in the vacation schools, which is a
system to get college women to bring
Joy and fun into tenement young-
sters' lives. Following this social
work she was substitute librarian
on the east side at Chatham square,
the largest children's library in the
world, where, in her own words:
"The place teemed with dirty imps."
Later she was associated with an in-
stitutional settlement near the navy
yard in Brooklyn. As Y. W. C. A.
secretary of Northestem univeraity
she started an evening school for
maids and working girls of which
she was superintendent. This was a
miniature settlement. While here she
conducted college girls in their visits
to the settlements of Chicago, to
Hull House, Northwestern University
Settlement and others. She first
came to the Northwest as national
field secretary for the Y. W. C. A.
Besides her new position at the Uni-
versity of Oregon she also teaches a
class in practical ethics for all fresh-
man women and has a class in social
agencies, a study in charities and
corrections.

E. L. Keezel, who is handling the
courses in education by correspond-
ence comes to the University of Ore-
gon with three years' training in
elementary grade work and five
years of high school principal's ex-
perience. Mr. Keezel is president of
the principal's club in Polk county.
He is specializing in elementary and
high schol administration. He was
graduated from Philomath college in
1905 and later took his degree at the
University of Oregon.

Chester T. Kronenberg graduated
from the University of Oregon in
1913 and In the three years since
that time has been principal and su-
perintendent in the Elgin, Ore., pub-
lic schools. He was Instructor in
mathematics during the last summer
session at the University of Oregon
and this winter he is here as an in-
structor in the extension department
in charge of mathematics. Mr. Kron-
enberg is expecting to make a re-
vision of the mathematics extension
courses.

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ORBlOOJf TBAOHBK8 MONTHIiT

18»

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190

ORBGOlf TRACHBR8 MONTHIiY

Oregon Agricultural College.

A total enrollment of 1901 as com-
pared with 1645 last year was re-
ported to the Oregon Agricultural
College board of regents, which met
in quarterly session October 6. Since
second semester registration usually
adds a few hundred to the college
roll, the total number of students
for the year is sure to exceed 2000,
according to Registrar H. M. Ten-
nant. There is an increase of 31
per cent in the freshman class and
25 per cent In all classes. The total
enrollment of long course students
up to October 6 was 1524, as com-
pared with 1408 last year. An in-
crease o^ more than 100 per cent Is
shown In the freshman classes In
logging engineering, vocational me-
chanical engineering, highway engin-
eering and commerce. The classes
In highway engineering show an In-
crease of 157 per cent. Electrical
engineering shows an Increase of 83
per cent in freshmen. Pharmacy
freshmen have increased 41 per cent.
Industrial art classes gained 24 per
cent. In home economics the fresh-
man increasp is 46 per cent, and In
all classes 14 per cent. Sixty-three
students have been transferred from
other higher institutions of learning
as follows: Thirteen from the Uni-
versity of California, four from the
University of Oregon, three from Oc-
cidental College, three from Reed,
three from Willamette university,
four from Stanford university, two
from the University of Washington,
two from the Colorado Agricultural
College and two from Washington
State College. Transfers have been
received from 29 colleges and six
normal schools in 12 different states.
A list of attendance by counties
shows that Multnomah leads with a
total of 266; Benton county has 220;
Marion, 72; Polk, 37; Douglas, 26;
Umatilla, 35; L.ane, 34; Jackson and
Yamhill, 32 each, and slightly fewer
numbers from the remaining coun-
ties of the 34 represented on the
rolls. Sixty-nine per cent of the
1901 studnnt8 are partly or wholly
self-supporting, 36 per cent making
their way entirely by combining sum-
mer work with some forn* of labor in
Corvallis. Another point of Interest
to the regents was the table compar-
ing the average age of students. The
average of men students is 21 years
as compared with 21,18 years for

women students. Vocational men
students average 20.26 years of age
as compared with 22.13 for vocation-
al women students. The oldest reg-
ular four-year student is 55, the
youngest 16. The oldest vocational
student is 49 years, the youngest 16.
When the board of regents met in
their regular session with President
W. J. Kerr, there were present Hon.
J. K. Weatherford of Albany, presi-
dent; N. R. Moore of Corvallis, sec-
retary; and the following members:
Hon. J. P. Apperson, Park Place;
Walter M. Pierce, LaGrande; H.
VonderHellen, Wellerton; George M.
Cornwall, Portland, and Clara A.
Waldo, Portland. At Convocation on
Friday, the board of regents attend-
ed in a body. The address of the day
was delivered by Mrs. Clara A. Wal-
do, who spoke on the subject of over-
coming difficulties. Mrs. Waldo said
that we all can pull ourselves out of
the rut and lift ourselves to higher
ground. She declared it to be a
great handicap to live with a preju-
dice, and that there is such a thing
as really outgrowing ourselves. She
then deftly portrayed the lives of a
few people who have risen from low-
er planes to occupy exalted positions
in the society and business of the
world. Mrs. Waldo is a prime favor-
ite with the students, and spoke be-
fore the entire women student body
again in the evening.

The Women's League, plans for
which were started last spring and
more fully developed recently, baa
been organized at the college. The
league has for its main object the
bringing together of the women in
the college to study questions of in-
terest to the women students. Every
girl in the college is taking great in-
terest in the new organization, be-
lieving that it means much to her.
Regular meetings will be held once a
month. The officers are as follows:
President, Miss Martha Bechen, of
Hillsboro ; vice-president, Margaret
Patterson, Ashland; secretary, Doris
Clark, Portland; treasurer, Jessie
Thayer, Rainier.

The annual reception given by
President aild Mrs. W. J. Kerr in
honor of the board of regents was
held in the men's gymnasium on the
evening of Friday, October 6. The
president was assisted in the receiv-
ing line by the deans and heads of
the departments and their wives and
by members of the board of regents.

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ORBOOBT TBAGH1DR8 MONTHIiY

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Morris's Household Science and Arts 60

Conley's Principles of Cooking 52

Eleanor Smith's Music Course

Primer and Book One« each .26

Book Two 80

Book Three 40

Book Pour 60

King's Elements of Woodwork 60

.Elements of Construction 70

Constructiye Carpentry 70

Buffum ft Deaver's Agriculture 60

Ivins ft Merrill's Agriculture 84

Seind Jor catalogue and descriptive
circulars of books in any branches

AMERICAN BOOK COMPANY

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192

ORBGON TKACHIDRS MOHTHIiT

The hall was beautifully decorated in
evergreens and flowers, the decora-
tions being in charge of Prof. A. L.
Peck. A program of music and other
interesting features concluded the
evening's exercise.

When the first meeting of the
men's cooking class was held in the
home economics building on October
3, 18 young men presented them*
selves to take the work. This class,
in charge of Miss A. Grace Johnson,
was organized at the request of sev-
eral young men who are batching
and feel the need for the instruction
and training. The first part of the
evening is given over to explanations
and instructions by Miss Johnson,
who tells the members of food
values, the importance of a well-bal-
anced diet, the work of different
foods in the body and how to plan a
well-balanced meal tastefully and
economically. The young men then
plan their menus which are reviewed
and revised by the instructor. The
foods are then prepared and cooked
for the meal, of which all partake.
The menus are then taken into the
bachelor homes of the class mem-
bers where they are utilized in pre-
paring meals for the members of the
club.

The college mandolin club, which
did some practicing last year but did
not formally organize, has now or-
ganized with the following officers:
H. B. Smith, president; Everett Mc-
Allister, secretary-treasurer; Prof.
Goetell, director. The Madrigal
Club, the women's musical organi-
zation, has been re-organized and
the 12 vacancies caused by gradua-
tion last year have been filled. Twen-
ty-five girls under the direction of
Mrs. Genevieve Baum Gaskins tried
out for these positions. The club
has already begun work on a part-
song concert to be given some time
before Thanksgiving. Promising ma-
terial for the cadet band was so plen-
tiful that it has been deemed advis-
able by Captain Beard, leader, to or-
ganize two bands. The first consists
now of 45 pieces and the second of
25. Most of the members of the
first band have had previous experi-
ence here or in other institutions,
while the second band is composed
almost entirely of freshmen. The aim
of the present policy is to have a
supply source for musicians in the
first band as the ranks are depleted.
The freshman band is in charge of J.

B. Toder of the department of en-
gineering. In the first band are three
oriental musicians, the three Ding
brothers, Chinese.

Try- outs for the Mask and Dagger
Club, the dramatic association of tne
college, have been held and eleven
new members voted in. There were
42 aspirants for these eleven posi-
tions, representing a wealth of good
material.

In pursuit of the intra-mural ath-
letic policy. Dr. A. D. Browne, head
of physical education, has organized
the men into divisions for many
kinds of intra-mural sports. Dr.
Browne has called for volunteers of
all members in the faculty who have
had experience in coaching high
school teams or who have had ex-
perience and training on varsity
teams, in various educational insti-
tutions, to assist In coaching. He
expects to have fully 80 per cent of
the men engaged in some form of
competitive athletics during the col-
lege year.

The series of business men's lec-
tures conducted by the school of
commerce was opened with an ad-
dress by Tom Richardson, the noted
Portland and Oregon booster. Mr.
Richardson told the students of the
work now being conducted to develop
Oregon's industries rather than seek-
ing new business abroad. "Portland
should forget the Alaskan trade and
devote her energies to developing the
rich resources of the Willamette val-
ley," said he, "and give encourage-
ment to the many small industries
which are now springing up every-
where because of local need."

Ninety-six appointments have been
made by Prof. Ressler, chairman of
the appointment committee, a rec-
ord approximately equal to all of last
years' appointments. These 96 teach-
ers will earn an aggregate salary of
$76,652 during the year. In com-
merce and home economics the aver-
age monthly salary is $85.00 for nine
months. In manual training the
average monthly salary is $101 for
a like period.

Miss Louise Schneider, graduate of
Toledo University and of Pratt In-
stitute, has arrived at the college to
take the place of instructor in do-
mestic art left vacant by the resig-
nation of Miss Anna Castleberry.
Miss Schneider has taught at the
Pratt Institute, and also in the night
schools of New York's social settle-

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ORBGON TBACHBRS MOHTHIiY

193

Sick— and Homesick

What a dismal outlook it would be, if she were not a T. 0. U.

But no need for T. 0. U. Teachers to worry — ^T. C. U. checks are coming in to
pay the doctor, the nurse and the board bill, or to hire a substitute.

No one can foresee those three dread contingencies that rob so many teachers of
their earnings— Accident, Sickness and Quarantine. Out of a clear sky, they come —
and how easilyone may lose a month's salary and six months' sa Tings. Tou cannot
avoid them, when your turn comes (which it will some day) all you can do is to
pay the cost and charge it up to hard luck — unless you are a T. 0. u.

But, friends if you take adrantage of this opportunity, you don't need to charge
it to hard luck — you can charge it to the T. 0. iJ., which makes a business of safe-
guarding, protecting and guranteeing you a fixed income any month during the year
that you are sick, injured or quarantined, for the small cost to you of less than a
nickel a day. Thousands of teachers, by enrolling in the T. 0. U. have realised
peace of mind and certainty of income.

D. M. Oler, Kimball, 8. D., recently wrote: "I appreciate your check very much
as I am nearly nine hundred miles from home and among strangers. Will gladly speak
a good word for the T. C. U. at any time

Don't hesitate, don't wait, until something happens. At least send the Coupon
and find out without obligation, just what the T. C. U. will do for you.

Teachers Casualty Underwriters

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Coupon for Free Booklet. Send Name and Address.

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Send me the whole story and booklet of testimonials.

Name

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(This coupon places the sender under no obligation whatever)

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194

OREGON TBACHBR9 MONTHIiY

ments, and has interested herself
chiefly in the working girls.

The first convocation of the year
was the largest ever held at the
college. Convocation audiences have
so far outgrown the capacity of the
hall in the women's gymnasium that
President Kerr has announced that
convocation meetings will be held
hereafter in the men's gymnasium.
In a few vigorous sentences the pres-
ident indicated some intricacies and
obstacles in the way of student life
at college, and urged all students to
be faithful, not alone to their class
room obligations but to the work of
broadening their lives and enlarging
their usefulness by taking part in
student activities. The president al-
so pointed out the futility of offer-
ing criticism without indicating
means for improvement.

Mrs. Mary E. Fawcett, dean of
women, has begun a series of lec-
tures before the Waldo Hall students
and such guests as they may Invite.
Dean Fawcett gave the first of these
addresses on Wednesday evening,
October 4. She spoke of etiquette in
relation to ethics and outlined a his-
tory of its development and evolu-
tion. She also announced a series
of lectures for the closing week in
October, to be given by Dr. Mabel
Ulrich of Minneapolis, who will
speak on the following subjects:
The Special and Psychological Evo-
lution of Sex, The Period of Pre-
A-dolescence, Physical and Mental
Changes of Adolescence, Adolescence
Ethics, The Unnecessary Evil, Love

and Marriage and the Art of Living.
• • •

OrefiN>n Normal School.

The first member of the faculty to
use the assembly period was Miss
Katherine Arbuthnot, who told the
story of "The Transfifiruration of
Miss Philura". a story delightful in
itself and doubly delightful with
Miss Arbuthnot's perfect interpreta-
tion of the little lady whose faith
permitted her to draw on the all-en-
circline: good for all good things.

The last sophomore class to be en-
rolled in the Oreeon Normal School,
since after the close of the present
year the standards for admission will
be raised to eliminate this class,
showed its energy and enthusiasm by
being the first class to have a "get
together*' reception and party, which
was held at the home of Miss West,
the librarian, on the afternoon of

September 23. Miss Kennon read a
fairy tale; games and conversation
filled up the rest of the afternoon,
after which refreshments were
served. This small class now feels
that it is an acquainted unit.

The societies, Delphian, Vesper-
tine, and Normal, held their first
meetings on September. 22, and the
start-off predicts a prosperous year's
work. The work of the societies will
be conducted much the same as In
the past year with the exception of
the Normal society which has de-
cided to make debating the big fea-
ture of the year's work. A list of
topics has been prepared by Mr. But-
ler, critic of the society, and a well
prepared debate will be featured at
every meeting.

The normal school has been repre-
sented at the county institutes as fol-
lows: President Ackerman at Sa-
lem, Mr. Pittman at Corvallis, Hepp-
ner, Fossil, Condon, Salem, Dallas,
and Grants Pass, Miss Arbuthnot at
The Dalles and Dallas, and Miss
Richter at Salem and Dallas. The
county institute to draw most heavily
on the Oregon Normal School was
Polk, where President Ackerman,
Mr. Gentle, Miss Mcintosh, Miss Ar-
buthnot, and Miss Dlnuis attended.

The Y. W. C. A. organized for the
year with a strong enrollment and
held its initial reception in the form
of a lawn party at the home of Miss
Maggie Butler the afternoon and
evening of September 23. An Inter-
esting program was rendered and re-
freshments served. The association
will have as its president for this
yoar, Miss Dorothy Bengston.

The plan of introducing an out-
side speaker every second Friday Is
to be followed again during the com-
ing year, and the visit of Superin-
tendent John Todd, of Salem, on
September 29, was the initial num-
ber of this series. Superintendent
Todd, who is a newcomer to the edu-
cational field in Oregon, chose for
his topic, "What a City Superin-
tendent Looks For In An Appli-
cant." Superintendent Todd ex-
plained the methods of city superin-
tendents in following up the applica-
tion blanks and the points noted In
personal interviews. This "inside In-
formation" was very practical and
will be of material help to the stu-
dents in meeting future superintend-
ents. Superintendent Todd made
many friends on his initial visit and

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ORBGON TBACHBRS MOHTHLY 196

(Out tliii out and maU to OBEGON TBAOHEBS MONTHLY)

School Journals and Magazines

Qubbed With Oregon Teachers Monthly, Salem, Oregon

If it is desired to club other journals with the OREGON TEACHERS MONTHLY, you
may do so by sending additional amount as shown in the Tertical column of prices below. To
get the benefit of the prices giren below every combination must include the OREGON
TEACHERS MONTHLY. Positirely no subscriptions to school journals or magazines taken
at less than regular prices unless in combination with OREGON TEACHERS MONTHLY.
If any journal wanted is not found in the list below, ask about it; it can be furnished at
the lowest clubbing price. Check the names of school journals and magazines wanted, carry
the price to the right hand margin and gire sum of total combination as indicated below.
State f journals are new or renewal subscriptions. Sign your name and address plainly and
enclose this sheet to us, accompanied by the proper amount.

I Oreson Teachers Monthly and membership in State

Teachers' Association f 1.50

2 LAdies' World, |1.00 76

3 Current Events (weekly), 40c .85

4 Normal Instructor and Primary Plans, |1.26 90

6 Mothers' Magazine, |1.60 1.00

6 National Geographic Magazine, |2.50 2.10

7 Pathfinder (weekly), fl.OO 60

8 World's Chronicle (weekly) , |1.60 60

9 Delineator, |1.60 1.10

II Something To Do, $1.00 .75

12 All Outdoors, $1.00 76

13 Pictorial Review, $1.50 1.10

14 Every Week. $1.00 76

16 Everybody's Magazine, $1.50 1.10

16 Primary Education, $1.60 1.26

17 Popular Educator, $1.60 1.26

18 Sunset-Pacific Monthly, $1.50 1.00

19 Woman's Home Companion, $1.50 1.10

20 American Magazine, $1.50 1.10

21 Journal of Education (weekly), $2.60 1.60

22 Review of Reviews, $3.00 2.00

23 Collier's Weekly, $2.50 1.60

24 World's Work, $3.00 2.00

25 McCall's Magazine, 50c » 40

26 McClure's Magazine, $1.00 90

27 Progressive Teacher, $1.00 • . .60

28 Scribner's Magazine, $3.00 2.60

29 St. Nicholas. $3.00 2.50

30 School News, $1.25 . 90

31 American Penman, $1.00 60

32 Etude, $1.50 1.10

33 Storyteller's Magazine, $1.50 1.00

34 Outdoor Life, $1.60 1.00

35 Travel Magazine, $3.00 2.50

36 Rural Educator, $1.00 60

37 Popular Mechanics, $1.50 1.30

38 School Board Journal, $1.50 1.30

39 Atlantic Monthly, $4.00 3.60

40 Scientific American, $3.00 2.60

Price of Combination Wanted $

Date 191 .

OREGON TEACHERS MONTHLY, Salem, Oregon:

Yon will find herewith $ for Journals as shown above.

Name

AddreM

NOTE-— Please state if Jonmals are new or renewals.

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196

ORIDGON TBACHBRS MONTHIiY

we predict his work in Oregon will
be successful.

During the first week of October
President Ackerman was called
twice to Portland, the first occasion
being the meeting of a committee of
the State Teachers' Association for
the formation of a teachers' retire-
ment fund law to be discussed at
the December meeting of the associ-
ation. The second occasion was in
acceptance of a request from the
Ad Club of Portland to discuss be-
fore them the standardization of
normal schools.

The first installment of the new
books for the library have arrived
and are being read with much inter-
est by students and teachers alike.
The definite constructive policy of
the library under the direction of
Miss West and the supervision of
Miss Marvin, secretary of the State
Library Commission, add a goodly
number of books yearly to the vari-
ous departments. In this way the
library of the school is coming to be
a more useful one and a very valu-
able asset in class- room work.

President Ackerman reports that
every graduate of the 1916 classes,
both February and June, who desired
positions as teachers, are now lo-
cated. The splendid co-operation of
city superintendents and county su-
perintendents throughout the state
has made this possible, and the
normal school appreciates this step
towards the standardization of teacn-
ing.

Some temporary inconveniences
are being willingly tolerated in Mon-
mouth, due to the introduction of
three blocks of paving in the busi-
ness part of Main street. This step
will answer a long-felt need in Mon-
mouth and is indicative of a spirit
of progress which has recently been
evidenced In a number of ways, and
is commendable.

The announcement cards have
been received of the wedding of M>3S
Lucia Campbell to Mr. Elliott Hen-
derson Many graduates of the
normal school will remember Miss
Campbell, as the daughter of Presi-
dent Campbell, of the University of
Oregon.

The normal school took advantage
of the state fair in Salem on Sat-
urday. September 30. when an ex-
cursion of nearly 75 visited the
grounds. They were very well im-
pressed by the exhibits and the gen-

eral management of the fair, many
of them seeing it for the first time.
The second member to represent
the faculty was Mr. Butler, of the
history department. He took for his
subject "The Teacher's Responsibil-
ity in the Economic World" and
showed in a clear forceful way the
very important work that the
elementary teacher has to do in the
shaping of character and molding of
ideals which will help the citizens of
the near future to use wisely the tre-
menduous financial success of the
present day.

The Prohibition Law.

The law has now been in effect
eight months. Its benefits are mani-
fest to everybody. The great eco-
nomic waste is largely stopped.
Dunkenness is a rarity. The police
and police courts are little concerned
with crimes growing out of drunken-
ness that used to occupy them almost
to the exclusion of everything olse.
People are living better and happier.
The merchants are getting a bigger
proportion of what used to go over
the bars and business has marvelous-
ly adapted itself to the new condi-
tions. Public sentiment is emphatic-
ally back of the law and the law has
justified itself. But the brewers, ill-
advised, wanted to get into the game
again. They wanted to manufacture
for home consumption and then in-
sidiously bring us back to the old
ways. Like Mrs. Partington, they
were trying to sweep back the ocean
with a broom. They did not at first
realize that revolutions do not move
backward, that people who have got
their heads out of a halter are not
likely to put them back again. Even
Colonel Wood's poetic panacea for
breeding a new race of braves on
mothers' malted milk has failed to
arouse any but ribald comment. As
a matter of fact the brewers' amend-
ment is snubbed to the post. It may
move from side to side and heave a
little, but otherwise, to all intents
and purposes it is already too dead to
skin. — Evening Telegram.

GKNIUS.

He dreamed at night while the wide
world slept
And the stars moved ever on;
He rose while the world was still
asleep
And wrought In the early dawn;
And his wondering neighbors never

knew
How he made his exquisite dreams
come true.

— Wm. C. Sayrs.

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BY EaCHkNOE

OREGON TEACHERS MONTHLY

The Official Journal of the State Teachers' Aflsociation

Vol. XXI SALEM, OREGON, DECEMBER, 1916 No. 4

Published Monthly Except July and August by the State
Teachers' Association

Entered at the Poitoffic« at Salem, Oregon, as aecond-elass mail matter, April 1, 1898.

EDITOBIAL BOABD
H. D. SHSIjDON. School of Education, UniyerBity of Oregon, Eugene
E. F. OARLBTOK, Anistant Superintendent of PubUo Instruction, Salem
O. T. BONNET, Oounty School Superintendent, The Dalles
B. E. OHLOUPEK, Director Manual Training, Pendleton.
O. G. DONET. President Willamette University, Salem
B. 8. EYENDEN, Department of Education, Oregon Normal, IConmouth
MBS. M. L. FULKERSON, Institute Instructor, Salem
OEOROE W. HUG, City Superintendent, McMinnrille
HOFKIN JENKINS, Principal Jefferson High School, Portland.
ICISS VIOLA OBTSCHILD, President Grade Teachers' Assodation. PorlUad
B. D. BESSLEB, Department of Education, Oregon Agricultural College, Corrallia
MISS LILLIAN TINGLE, Superrisor Domestic Science, Portland
CHAS. H. JONES, Business and Managing Editor, Salem

BUIfS OF FUBLIOATIOB

1. The mailing label on the Oregon Teachers Monthly shows the date to whieh subMxip-
tions are paid.

2. The Oregon Teachers Monthly will be sent to subscribers until ordered disoonUnued
and all arrearages are paid.

8. Notice of change of address should be giren at once, naming both old and new
postoffiee.

4. When renewing, always state that subscription is a renewal.

5. The subscription price, including membership in State Teachers* Association, Is $1.50
a year In adTance. Single copy, 20 cents.

6. AdTortising rates will be furnished on application.

Addreas all communications to Oregon Teachers Monthly, Salem, Oregon.

Editorial Notes

The Oregon Teachers Monthly desires articles describing the
new and significant departures in Oregon education. As far as the
editorial board learn of successful experiments those responsible
receive a direct personal invitation to contribute articles. There is
much successful experience which the editors, by reason of tue
yast extent of the state, can know nothing of. If any of these
valuable happenings are taking place in your community, write
them up and send them in to Salem.

* * «

In appointing a special committee on teachers' professional ethics
to report at the December meeting of the association, President
Carleton has injected a very live issue into the deliberations of the
meeting. If current opinion can be accepted, some flagrant
violations of any decent code of professional conduct have taken
place in Oregon during the past year. While cases should not be
prejudiced on hearsay evidence, the prevalence of so much gossip on
the subject points to the advisability of some permanent organ of
the association to investigate and report on alleged violati^^^^^

198 ORBGOiy TBACHERS MONTHIiY

interesting questions will doubtless be submitted to the committee
by the members of the association. Among others we suggest the
following: Is it professional to publicly criticize predecessors?
How far may a teacher go in advertising his achievements through
write-ups for the newspapers? Is a superintendent justified in
bidding for teachers in another system just before the beginning
of the school year? Is the practice of writing good recommenda-
tions for weak teachers justified?

« « «

At the meeting of the Eastern Division of the Oregon State
Teachers' Association in La Grande, November 1, 2, and 3, it was
voted unanimously to join with the Western Division in a single
State Association. Delegates from each of the three counties,
Baker, Union, and Wallowa, were elected to report at the meeting
in Portland, December 27, 28, and 29. The tri-county aimual
meetings will be continued under the name of the Blue Mountain
Teachers' Association, next year's session going to Baker. This
favorable action was taken on the recommendation of the committee
which attended the meeting of the Western Division at Medford
last year and which consisted of the three county superintendents,
Mr. J. F. Smith, Mrs. A. E. Ivanhoe, and Mr. J. C. Conley. We
welcome our sister association most cordially and feel assured that
this amalgamation means much to the teaching profession of the
state. The constitution was drawn up with the view of a state-wide
organization and the elimination of two words in Article I will
probably be all the revision necessary. With the hearty co-operation
of all the counties, each of which has its representation in the
Council, and the prestige of numbers, the Oregon State Teachers'
Association will command the recognition and respect of the public.

« * *

To say that the work of teaching is an exemplary one is merely
expressing a truism but to say that a large and not very rapidly
diminishing number of teachers are not examples in their use of
English — if a truism is a deplorable one. The criticism is often
voiced now that we are making certain incorrect expressions —
American habits, and if this is too broad an accusation, then cer-
tainly Western and Northwestern habits, and also that teachers are
abbetting in their formation, either thoughtlessly or unknowin^^ly.
It is not at all uncommon to hear at a gathering of teachers such
expressions as "I done that myself onct." "You can't guess who I
seen on my way in this morning." "Hurry up Kid; we ain't got
but an hour and a quarter for dinner." There is a possibility that
language of this kind will not be used in the school room, but if it
isn't it is contrary to all the fundamental laws of habit formation.
Teachers must be doubly on their guard in this matter because these
and similar expressions are of such a nature that even the fixing
stamp of common usage can never make them correct and yet the3?
are so common that teachers are not immune. These English habite
are fixed during the early years, in the homes, on the playgrounds,
and in some cases even in the schools, and they are not to be easily
uprooted — certainly not overnight, and often not in a school epoch
An English crusade is necessary which will take careful planning

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ORMGOlf TlBACnglBIiS MOWTHIiY 199

painstaking effort, ceaseless vigilance, kindly sympathy, and a will-
ingness to receive suggestions. First of all, however, let us be sure

that our houses are not of glass.

« * «

There will be determined effort made in the coming session of the
legislature to repeal all laws which stand in the way of a return to
the aid system of electing annually every one in the school system
from the superintendent to the janitor. Teachers and superintend-
ents Iqiow too well what the annual election means to stand by idly
while a blind reaction paralyzes progress. The present law may
need changes at important points in order to secure elasticity in
the school system, but the essential principle of continuity for those
who have proven themselves efficient, should be preserved. An
occupation which places its practitioners at the mercy of ward
politics and neighborhood gossip once a year can hardly be called a
profession. The schools exist for the children, not for the board,
the teachers, or the politicians. Incompetent teachers should be
discharged, but the machinery for doing this should be of such a
character as to preserve the peace of mind of the efficient and not
expose them to the silent and insidious workings of political a?)d
sectarian animosity. These disastrous results would surely occur
under a restored system of annual elections for every one. If the
principle of continuity in tenure is to be retained the teachers of
the state must realize the importance of the issue at stake, also
inform themselves as to the workings of the various systems in
vogue throughout the country. The general public should be
informed through the press and otherwise of the bearing of tenure
on efficiency.

* * *

Pursuant to the call of the chairman, a meeting of the Executive
Ck)mmittee of the Oregon State Teachers' Association (third
session) was held at the state capitol in Salem, November 9, 1916.
The meeting was called to order at 2:15 p. m., with the following
members present: Mr. E. T. Carleton. Miss Viola Ortschild, Mr.
Geo. A. Briscoe, Mr. H. D. Sheldon. Absent members were Mr. J.
Percy Wells, Mr. H. H. Herdman, Mr. O. M. Elliott. The minutes
of the previous sessions of the committee were read and approved.
The chairman stated the object of the meeting to be the planning
of the program for the annual meeting of the association in
Portland, December 27-29 and such other business as may arise.
The committee approved the plan of the chairman providing for
two general sessions and two sessions for departmental meetings on
the two days assigned to the general association : General sessions,
Thursday forenoon and Friday afternoon; departmental sessions,
Thursday afternoon and Friday forenoon, December 28 and 29.
The first day, December 27 is assigned to the meeting of the Repre-
sentative Council, as required by the constitution. Chairman Carle-
ton reported that he had been in correspondence with a number of
educators of national reputation with a view to securing speakers
for the annual meeting. The correspondence was considered, other
names canvassed and the chairman authorized to secure one or more
speakers from the list, and to make local and other arrangements

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200 ORBGOW TKACHBRS MOWTHI^Y

for the annual meeting in Portland. On motion of Mr. Briscoe, it
was ordered that the expense of the annual meeting be limited to a
maximum of $500, if possible. On motion of Mr. Sheldon, the
chairman was authorized to appoint a committee of nine on a
"Professional Code for Teachers," to report to the Representative
Council at the Portland meeting. Miss Orl:schild nominated Mr.
William Parker, principal of the Vernon school, Portland, to fill
the vacancy on the Executive Committee, caused by the removal of
Mr. O. M. Elliott from the state. Mr. Parker was unanimously
elected. Mr. Briscoe moved that the chairman and secretary be
authorized to procure official stationery; motion was seconded and
carried. Chairman Carleton reported the contract with the Salem
Statesman Publishing Company for the publication of the Oregon
Teachers Monthly as the official organ of the State Teachers' Asso-
ciation. It was ordered inscribed in the minutes of the committee.
There being no further business before the committee, the meeting

was adjourned, subject to the call of the chairman.

« « «

How much have you spent this year to keep alive— professionally ?
One method of doing this while you are teaching is through your
reading. For financisd or traditional reasons most teachers select
their reading miatter for the year during the early months of the
term and do so with but little serious thought of the problem
involved, which in reality is one of the most important of the entire
year and one which has in it many possibilities for growth and
success or stagnation and failure. One of the first requisites of a
profession is the existence of standards of preparation and of
proficiency and in any growing profession the problem of prepara-
tion does not extend over a fixed period before graduation but
continues year after year. Medical men and lawyers have to spend
from $50 to several times that sum each year for periodicals and
books in order to keep abreast of the new methods and new discov-
eries in their work. Surely there is not a field of human endeavor
where each succeeding year sees more constructive research, more
changed methods, or more new plans with values yet to be
determined than that of education, which as surely calls for con-
stant reading and study on the part of the progressive teacher. The
statement was recently made by one who has a good opportunity to
know that the teachers of Oregon do not average more than lj>S a
year for professional periodicals. This amount is woefully inade-
quite to postpone rapid superannuation and is probably caused by
the fact that teachers think, financially, in terms of only one
month's salary, by which method of calculation a $8 outlay for
professional magazines seems a creditable one especially when the
salary used for computation is the first one and it, as yet, unpaid.
When figured for the year, however, this is merely a start. No
Oregon teacher, regardless of her salary, can afford to spend less
than $10 a year on her professional reading and those with a keener
sense of values and a more far-sighted business sense will invest
considerably more in this large dividend-paying concern. This
minimum amount will provide a teacher with her state journal, the
Oregon Teachers Monthly; an educational magazine, specializing in

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ORBGOiy TBAOHBR8 MOWTHIiY 101

methods and devices especially for her work; a good weekly or
monthly current events magazine, and at least two new books upon
some phase of education. While not strictly professional reading,
a teacher would do well to have onie or more good fiction magazines
for recreative reading. In addition it is highly desirable that a
teacher have access to a good daily newspaper. Some teachers can
not see the advisability of such an investment, but they do not see
the value of a mind kept open to new ideas, of a reputation for
progressiveness, and of a lengthened period of earning usefulness.
It is easy to be "penny wise and pound foolish" in one's mental
upkeep.

« * «

The report in this issue shows a membership of about 1400
members in the Oregon State Teachers' Association. All new
subscriptions to the Oregon Teachers Monthly and all renewals are
taken at the uniform price of $1.50. The publishers remit the 50
cents to the treasurer of the association, thus making every
subscriber to the Oregon Teachers Monthly a member of the
association. There are approximately 4000 names on the present
subscription list but 3000 of these were taken at the former rate
and these subscriptions must be renewed at the present rate. We
appeal to all old subscribers to renew promptly. The increased cost
of all material and the better quality of paper used this year ajfone
justify the increased subscription price. The old membership fee
in the State Teachers' Association was $1, so that the combined
price of the magazine and the membership is actually less than the
former price of both. But the Oregon Teachers Monthly is now
OUR official organ. The editorial control is in the hands of a
committee duly constituted by the Oregon State Teachers' Associa-
tion and represents the teachers of the entire state. There is a
moral as well as a professional obligation resting upon every teacher
to become a member of the State Association and a subscriber to
the Oregon Teachers Monthly. At every aunual election, both in
the choosing of delegates to the Representative Council, and in the
selection of officers at this annual meeting, the teachers who are
members of the association have it in their power to control the
policy of this magazine. The present Board of Editors is under-
taking to represent the desires of the teachers as they can be
ascertained through information gained in the annual county
institutes and through such other sources as are available. Our
first annual meeting in Portland, December 27, 28, and 29, under
the re-organization, will supply the policies and the program for the
association and for the Oregon Teachers Monthly. There are more
tiian 6000 teachers at work in the public schools of Oregon this
year. Add those employed in the three state institutions for
higher education, in the independent colleges, include school officers
and others directly connected with the educational interests of the
state, and is it too much to anticipate a membership and a subscrip-
tion list of 5000 people? What prestige this would give to the
teaching profession! The deliberations of such a body would be
treat^ with respect by press and public. The findings of its
committees, after thorough and capable investigation^ w^^^have

202 ORBGON T^A€JHMBB MOBfTMLY

great weight. May we urge every old subscriber to renew promptly

and every new subscriber and member of the association to boost

for the official organ of all the teachers of Oregon.

« « «

The first annual meeting of the re-organized State Teachers'
Association will be held in Portland, December 27 to 29, at the
Lincoln high school. President Carleton and the Executive Com-
mittee, together with the officers of the various departments, are
working hard to arrange a strong program. One or more speakers
of national reputation will be secured and a number of Oregon's
leading educators will be heard at the general sessions. The January
number of the Oregon Teachers Monthly will appear about
December 18 and will contain the complete program. Make your
plans now to attend. Special rates on the railroads and at the
hotels will reduce the expense to a minimum. Not the least of the
benefits to be derived are the social intercourse with the more
ambitious members of the profession and the opportunities for high
class entertainment during the holidays in our metropolis. No
evening sessions of the association will be scheduled. In accordance
with the provision of the constitution, the Representative Council
will have two sessions the first day, at which the three important
committees on Teachers' Retirement Fund, Retardation, and Pro-
fessional Code will submit their reports for discussion. Brief
summaries of these reports will appear in the next issue of this
magazine. The constructive program of the association will be
formulated in these sessions and it is desired that every member of
the council feel his individual responsibility in making this program
worthy of the support of the teachers and the general public. These
meetings are open to all members of the Association, although par-
ticipation in the discussions is limited to council members. General
sessions of the association are to be held Thursday forenoon and
Friday afternoon, the afternoon of Thursday and the forenoon of
Friday being devoted wholly to departmental meetings. To get the
most out of these sessions, teachers should study the program with
care and plan attendance according to individual need and interest.
Come prepared to participate in the discussions both with contribu-
tions of your own experience and study and with problems and
difficulties you have encountered. Leaders and speakers in the
departments should make provision for discussion with the idea of
utilizing the wisdom and experience of as large a group as possible
and of discovering and developing the talent of the entire body of
teachers. Much depends upon the attendance and spirit of the
teachers in this first meeting of the re-organized State Teachers*
Association. Mark the dates in your calendar, December 27 to 29,

All teachers whose subscriptions to the Oregon Teachers Monthly
are in arrears ought to pay up at once so that the magazine can be
continued without missing any copies. After the first of the year^
those very much in arrears will be discontinued because the price
of paper is too great to allow the continuing of the magazine unless
payment is made. i \^^n\f>

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Ontario High School Cadets

B7 E, O. BAHJSY, Oity Superintendent, Ontario, Oregon

Five years ago, or to be a little more exact, about the month of
September, 1911, Mr. A, A. Hall, at that time principal of the
Ontario high school, decided that the spirit of ruffianism, termed
by some the real western spirit, was running too rampant in the
high school of Ontario. The wonder to him was how to head it off
or lessen it without destrojring his prestige as principal.

An inspiration came to him. He could see in the uniform wearer
of the eastern college a panacea for his trouble. Mr. Hall was a
graduate of Rochester, N. Y., where a different atmosphere per-
vaded everything, and felt that there was more difference between
western and eastern ways than the actual case justified. So,
securing permission from Superintendent E. B. Conklin and taking
into confidence his co-worker D. C. Petrie, a cadet corps was
formed, officers elected and bright blue uniforms ordered. This
was the beginning of what has become a permanent organization in
the Ontario public schools and one which at the present time is
being maintained and sustained under the direct supervision of the
superintendent. So our company was not organized with the
thought of preparedness as itis motive force and it is not being
maintained with that in view, and yet it would be a very potent
force in case of war, or would be all that any like number of militia
would be.

It is a duly organized company with Fred Gramse, Senior,
Captain; Joy Husted, Senior, First Lieutenant; Arthur Cockrum,
Senior, Second Lieutenant; James Duncan, Senior, First Sergeant;
Lee Maddux, Senior, Second Sergeant; Bernard Rader, Junior,
Third Sergeant and Right Guide; Arthur Moore, Senior, Fourth
Sergeant and Left Guide ; Alfred Holland, Senior, Bugler; Paul Van
Petten, Senior, Corporal ; Edmund Fraser, Junior, Corporal ; Darr
Dearborn, Senior, Corporal; Claud Christiansen, «runior. Corporal;
and Marlin Gramse, Senior, Corporal.

It has become a wonderfully effective force in the matter of
general discipline throughout not only the school but the town. It
now numbers 70, armed with the old Springfield and clothed in
regulation army uniforms of gray. Three periods each week are
given for drill. The boys march, counter march, and form various
figues, canning the guns and flag. They are taught in the manual
of arms and are really quite a credit to themselves in that respect.
An inspection is held each year at the close of the year's work by an
army officer and the one ranking highest is given a silver badge.
These badges are a great incentive as they are highly prized.

We said in the beginning that this was not organized for military
purposes nor is it maintained with that in view. We are a peace-
loving people at Ontario having no desire or thought of war, bat
these uniforms and guns and the flag have changed the entire
personnel of the Ontario high school. It teaches respect for govern-
ment. During drill period they are working under their own officers,

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m OREGOlf TEACHBRS MONTHLY

doing the work as much alone as if they were among entire
strangers in a big field — every outside restraint removed. I do not
suggest the principle of self-government but it is here exemplified,
and to the good of the school. The officers are extremely sensitive
to disorder in the ranks and any second attempt results in quick and
meritorious punishment. There are 70 in the corps, 164 in the high
school, and its influence is everywhere felt.

Our boys are mighty proud of these uniforms and are taught
while wearing them that it is a little short of a crime to do the
things that ordinarily boys wink at. They work this out alone also.
For instance, just yesterday the captain gave the boys a talk,
instructing them that they must always be gentlemen when on the
street or in any business house while wearing the uniforms and that
it was a real disgrace to the uniforms for one of them to smoke
cigarettes while wearing them. These boys are doing remarkably
good work in their studies. One of our new teachers, a graduate
from one of our prominent colleges and a young man of some
experience in teaching, remarked the other day that our upper-
classmen averaged much better scholastically than the upper-class-
men of his last year's school, which was one of the prominent
schools of Western Oregon.

We take semi-annual hikes, at which time a regular camp is
organized. A place is selected some time in advance, some place
where water is plentiful. The boys have their camp-fires and their
sentinels posted. It was here that a new boy filled with fear loaded
his gun with a pebble and when strangers attempted to pass the
guards, fired. It was also here that an exploding shell penetrated
a boy's eye destroying it, both accidents to be deplored, but
bespeaking greater care.

Mr. E. D. Ressler, who visited us some time since, pronounced
our work really remarkable, and Hon. Bruce Dennis, of La Grande,
who called here last spring to deliver a commencement address,
spoke of the affair in his paper, the La Grande Daily Observer, in
glowing terms. Every citizen in Ontario is justly proud of our
cadet corps and the result attempted. Could every school in Oregon
have one it would be the greatest step along moral lines that has
ever been taken in the state. It includes the big, strong, husky
fellow as well as the sickly fellow, and brings out both by bringing
them face to face with real patriotism. The boy loves the flag
better for marching under its folds. He honors his country more
because he feels himself a component element of it. The uniform he
wears suggests and teaches this. Out of our 39 Seniors, 18 are
boys and 17 of these wear the uniforms. It is not compulsory and
some few parents who do not understand the motive back of it, will
not permit their children to buy uniforms. We are wanting the
new Springfield rifles so tnat in the spring we may take up target
practice work. To this end we have written the state government
and believe that we will get assistance.

No talent, no self-denial, no brains, no character is required to set
up in the grumbling business ; but those who are moved by a genuine
desire to do good have little time for murmuring or complaint.

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Teachers' Organizations and Teachers' Tenure

B7 H. D. SHELDON, UniTersity of Oregon

For many years the leaders in teachers' organizations have
devoted themselves to general educational problems and have fought
shy of endeavoring to promote what may be frankly called "the
trade interests" of their members. By this phrase I mean to cover
salaries, pensions, improvement of conditions respecting tenure and
the like. This esoteric policy of ignoring in the main those prob-
lems which most vitally effect the living conditions of teachers has
been a great mistake. It has confined the active interest in the
organizations to small groups, mostly composed of highly-paid
administrators and has prevented the teachers' organizations from
developing any effective machinery for influencing public opinion.

The homopathic attempts which the national educational associ-
ation has made to influence teachers' salaries have failed of results
because of this lack of instrumentalities for agitation and publicity.
Referring to the two famous reports of 1904 and 1913 on the econ-
omics of teachers' salaries it may fairly be asked, "How largely
have the teachers and public been influenced by these reports?"
As a matter of fact, with the exception of a few classes in the
normal schools and colleges, they have fallen absolutely flat.
Until the teachers of this country secure a close organization with
trade journals and local chapters in the different towns and cities
working along the path of a well-defined policy, teachers' salaries
will be the first to fall in periods of depression and the last to rise
in good times.

In the matter of teachers' tenure, organization is equally neces-
sary. In the smaller towns and country districts the uncertainty of
tenure is probably the most serious obstacle to improveii>ent. For
fourteen or fifteen years I have been engaged in training teachers,
most of them secondary but some of them going into the ranks of
the elementary teaching. I have found that many of the best-
trained graduates of our universities go out full of enthusiasm, they
take hold of the schools in some outlying district with great
ambition to succeed and render social service to the community.
After a time such a graduate finds it necessary to do something
which antagonizes the editor of the community or an influential
member of a woman's club. From that day the teacher or principal
is pursued relentlessly with a tomahawk; in an average American
community it is surprising what one petty-minded vindictive person
can do in this direction. In a majority of cases the principal or
teacher goes; after two or three similar experiences he leaves teach-
ing for some other occupation.

I know the pay has something to do with it, but in talking with
these men and women I have concluded that the pay is secondary ;
that an able man or woman in most American communi ties will be
promoted to a living wage in the course of time, but it is this being
at the mercy of all the gossips in the community and this continuous
effort of combining the wisdom of the serpent with the harmless-
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206 ORBGON TEAOHBRS MONTHIiY

ness of the dove that gets on the teacher's nerves and causes him to
go, whenever possible, into some other line of work. So the teaching
profession in this country, if it is to maintain its self-respect, must
have a more secure tenure than we have at the present time.

The framing of a tenure law is a difficult proposition. Now,
take any system which gives the governing authorities of the school
a free hand; should the board get into politics, or a man with more
personal ambition than judicial wisdom becomes superintendent of
schools, there is nothing to protect the teacher. On the other hand,
a law is unjust which compels the governing board to go into court
in order to dispossess a teacher. Now, we must strike a happy
medium between these two extremes. The solution will be found
along the following lines :

1. With larger facilities for training teachers the public should
insist that the normal schools and colleges and other institutions
for training teachers exercise a much larger degree of selection
than they do at the present time. There are admirable citizens who
may become good secretaries and bookkeepers, but they are not
endowed with the qualities necessary to make them successful
teachers. At the outset of their careers they should be kindly but
firmly informed of the situation and advised to enter some other
calling.

2. The next suggestion is for the establishment of the probation-
ary period of two or three years. If we are to have a fixed tenure
for teachers there must be a probationary period and the hands of
the authorities must be relatively free during the probationary
period. This plan, as it may readily occur to you, opens the door to
a certain amount of favoritism and partiality, but I fail to see any
plan which would not be open to this objection. It would, however,
have this advantage: That after a teacher completed this period
it would be possible for her to work quietly and with some respect
and with the feeling that her future is secure.

3. After the probationary period is successfully passed, the usual
method of the annual election should be abolished and a longer
term of service substituted. Perhaps at first teachers should be
elected for a definite term of service of three or five years as in
colleges, this to be followed by a general appointment on good
behavior. Where a question arises as to the qualifications of exper-
ienced teachers, the teachers' organizations should be consulted as
is done in other professions, notably law and medicine.

At the outset, local teachers' organizations might be disposed to
take a narrow and selfish view, supporting all members regardless
of qualifications. But in the course of time, combined in a national
organization with the necessity of establishing a national policy,
they would inevitably grow to take a large and public-spirited
position.

The experience of some European teachers' associations along
this line confirms me in the opinion that the teachers' associations
will have this public-spirited attitude. Take the institute of
elementary teachers of Scotland, one of the most successful in the
world. Prof. John Adams, now of London, but formerly of Glas-
gow, told me that while president of the Scottish Elementary

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ORBGOW TBAOHBRS MONTHLY JOT

Teachers' Association, the council of that association, through him,
passed on cases reported by the inspectors; that is, where the
inspectors of schools reported a certain small number of teachers
for inefficiency, that the association inquired into these cases and
if it seemed to be a case animated by spite of the teacher, the associ-
ation stood back of the teachers. But where the inspector was
right and the teachers had become incapacitated for their work,
that the association of Scottish teachers supported the inspectors in
their report; and that out of 7000 or 8000 teachers in Scotland there
were perhaps seven or eight clear cases of this sort, and in these
cases the association co-operated with the educational department.

The point is made in some quarters that the pre-occupation with
the material interests of teaching will create a suspicion on the part
of the public that teachers are largely mercenary in their aims,
seeking a minimum of work for a maximum of pay. This criticism
undoubtedly points to a very real danger. The critics must remem-
ber, however, that it is only the exclusive pre-occupation with trade
interests which is subject to this indictment. There is no reason
why the local teachers' associations should not combine the trade
protection, so badly needed, with other wider forms of activity.

The most important line of activity may well be the continued
growth of the teachers through further study. I think we American
teachers can learn a good deal from the German — I do not know
that the Germans are very popular just now, but in this field we can
learn something from them. They have admirable associations.
Take the large cities of Germany like Hamburg and Berlin and
Leipzig and you will find the teachers have a building with a
gymnasium and even a pyscological testing laboratory in the case of
the city of Leipzig. They publish a newspaper and the social
activities of the teachers of those cities are centered in this large
building, and perhaps one-half or two-thirds of the teachers take
part in some organization or other. They have botany clubs and
drama clubs and tramping clubs which go into the country and seek
the historic spots.

One of the most admirable features of this study activity is the
fact that the teachers initiate most of the activities themselves. Once
in a while they invite some one in to lecture, but this feature is
merely incidental. In our own country it is the weakness of Ameri-
can teachers to listen to highly-spiced lectures by some celebrity
rather than to undertake actual study.

In conclusion, I desire to emphasize the truth that such study and
self-improvement when voluntarily elected by the teachers them-
selves than when forced by the edicts of superintendents and boards
of education, unless the teacher has a hearty, willing and spon-
taneous attitude toward the work of professional self -improvement,
the energy will be nine-tenths wasted. It is this truth which places
80 large a responsibility on the local teachers' association or club.

•

I like a trotting horse that puts all other horses in a gallop ; so a
teacher that puts all other teachers in a gallop. Take your latitude and
longitude frequently and see if someone hasn't passed you; if so,
gtjicp, — David Starr Jordan.

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New Life m an Old Community

By JOSEPH K. HART, BMd OoUeg*, PortUnd

Theory seems to have become an utterly disreputable creature in
these days. Whatever is "theoretical" is questionable; the "prac-
tical" alone seems worthy of consideration by the wise. Yet, there
was a time when men believed in theory; when they felt sure that
theory— a broad, far-reaching view of events, experiences or tasks
— was necessary; when, indeed, it was held that by theory alone
could life be redeemed from the immediateness of common routine
and be made to know freedom. Perhaps that sort of time will come
again, in some braver future. At the present, however, theory has
no proper standing; practical ainm and methods, alone, can claim
attention.

Hence, this story shall be practical. It shall be not the wild
vaporings of theory in the midst of an otherwise sane world of
practical men and women. It shall be the tale of actuality — a real
experience, simply told. And though even one who runs may read
herein a basic theory of the present task, no moral shall be set
forth, no conclusion shall intrude. We shall be wholly practical.

There are many out-of-the-way communities in the Northwest.
Some of them were deliberately built in remote regions, where the
builders never hoped that the "large world" would come. But
others were built in the actual paths of development, where the
future seemed secure. They were even once centers of the most
pronounced activities, holding their heads high, and boasting of
their great futures. Now, they lie defeated, decadent, hopeless.
This story shall be of one of these defeated and decadent com-
munities.

"Lone Rock" community lies on the shores of an arm of the Puget
Sound region; the salt tides bound its northern reaches; on the
east rises the "big hill"; to the south a still-primitive wilderness
limits the horizon, and looking westward you are thrilled by one of
the most magnificent mountain views in all America. It is a
beautiful spot, with its mingling of remoteness, of woods and shore,
of mountains and the sea. Nothing seems to happen, there, so
the people have been accustomed to say.

Yet, things once happened there. Once great saw-mills gnawed
at the mighty forests that covered the hillsides. But in an evil hour
the sawmills burned to the ground. They never were rebuilt.
Nothing of a similarly large character came to take their place.
Industry passed on from the community. The village that had
been built up around the mills was gradually deserted. The houses
grew old, they fell to ruin and decay. Only a few families remained
in the vilage ; and along the beach for several miles in each direc-
tion a scattering of "ranchers" alone remained to tell the story of
the earlier life and hope.

That was nearly thirty years ago. The few families that have
remained in the community have struggled, almost hopelessly, to
gain a living out of the infertile soils. The energies of the com-

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ORgGOW TBACHBRS MONTHLY m

manity have been sapped by this long and largely unremunerative
toil. Hope seems to beckon them to other places — even to the ends
of the earth. Yet it seems impossible for them to go — all that tney
have is here; and there is little chance for them to realize anything
on what they have here; they cannot get away, and there seems to
be no reason why they should remain. It is a story often repeated
in all the West. Industry passes on, and hope goes with it. What
shall be the answer of our calmest intelligence to this striking
problem? Can our clear thought bring hope again, and help to
renew life in these deserted places? Has such an outcome been
secured anywhere? "Lone Rock" offers some practical answers to
that question.

From many directions, within the past two years, new life lias
come to this little community. Of course, the co-operative spirit
is in the general atmosphere of our time. It is difficult to say just
how it happens upon any particular community at any particular
time. But within the past year or two a number of new activities
have crept into the life of this one. The day school had been for
many years .a rather lifeless affair. The school building was a
dingy and unattractive affair— big enough, indeed, for the few
children who came to it — but singularly repellant both in construc-
tion and in decoration. But it is impossible to remake a community
school by direct means; it is likely that the dingy little school room
and the monotonous school life rather accurately echoed the general
lifelessness of the conmmnity at large.

But of late, new activities have been inaugurated. Some new
members have come into the community. Out of this new member-
ship have come some leaders of new activities. In very simple and
quiet ways, these new activities have been inaugurated. A women's
dub was undertaken, with quite remarkable results. Meeting twice
a month at the school house, several results were more or less
unconsciously accomplished. For example, the women found that
they liked each other ; that there were good things in the world to be
interested in, which could take the place of the endless gossip and
feuds that had been their chief interests ; that there were tasks in
the community that might be undertaken which would make the
common life more worth while. It is likely, too, judging by later
events, that these continuous meetings in the school house gradually
brought the realization that the school building was an ugly place,
not quite fit for the children. At any rate, the women of the com-
munity began to move constructively along these lines.

In addition to this, there was a night school for part of one year,
made up of the young people of the community, and meeting two
evenings each week. Young men and women of the community,
long out of school, here met and renewed their interest in
intellectual things, for a time. No course of study was followed;
each attendant did the work that he thought most worth his while,
and usually some general discussion, interesting to all who came,
ended the evening's work. Not much in the way of definite
education was accomplished, perhaps, but a very great deal in the
way of individual awakening was accomplished. Some new books
were introduced ; and some lasting interests were developed.

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210 ORB€K>If TBAOHBRg MONTHLY

Alongside this work, and playing into it, mention must be made
of the weekly community meeting, held on Saturday evenings. This
was, at first, attended by both men and women; but after the
women organized their own club, the Saturday evening meeting fell
into the hands of the men, and it became the general debating
ground for all community projects. It was called the "Lone Bock
Improvement Club," and it lived up to its name. A number of
important problems engaged the attention of the members. One of
these was the problem of a road over the "big hill" to the east. At
the best, farming in the neighborhood was difficult and unremuner-
ative. But added to this was the difficulty of marketing. The "big
hill" offered an almost insurmountable difficulty. But the Improve-
ment Club took up the task. Factions in the community had always
prevented a common effort in this direction. Some wanted a road
over the hill, some wanted to go round the hill by building a cause-
way along the beach. The two parties exactly negatived each other
and prevented all progress. Now, however, acting in the new
co-operative spirit, the community came together as one indiviaual
and asked the proper county officials for the construction of a road,
declaring that it was not the business of the local pe6ple to decide
where the road was to go ; that the county engineer was elected for
just such services; that it was the duty of the county commissioners
to make such decisions acting on the advice of the engineer; and that
trusting the proper officials to make proper decisions, the com-
munity would accept any road to be decided upon, demanding only
that some sort of a road be provided.

Such unusual unanimity of action, coupled with such trust in the
elected officials could have but one answer : The road was ordered,
surveys were made, and the work of construction has now been
completed. It was a practical demonstration of what can be accom-
plished by co-operation; and the community will never forget it.
The result lies there before their eyes, too plain to be mistaken.

A second task was undertaken by this Saturday evening meeting;
at least, the discussion was begun. That was the task of re-creating
the industrial life of the community. It is a long and difficult task.
It is, of course, just what all communities are doing everywhere,
more or less incidentally; and it is what many cities are doinsr
intentionally, and more or less intelligently. But it seemed a rather
big task to be undertaken by a little conmiunity. Of course, to date
not any great progress has been made in this direction. But many
interesting ideas are germinating in the fertile social soils of the
community. Most of the external leadership of the conmiunity is
now gone ; but the life-forces set at work are still moving. The situ-
ation is extremely hopeful. It has taken thirty years to bring the
community down from its former industrial strength to its present
industrial poverty. It would not be wise to expect to restore or
rebuild industrial strength in a few short months. It Is a long task,
but a real task, and the community will continuously think about it
and talk about it, and work at it, until some real progress is
achieved.

There are many, many little details of the renewing life of the
community that should be told. But one large fact, the most

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ORBGON TgACHERS MOWTHl^Y 211

important of all, perhaps, must still be told in order to make this
practical tale signify most for the educational movement of today.
It has been hinted that out of these various meetings at the school
house 6ome of the people began to realize that the school building
was not a fit place for the children to spend their plastic days ; it
was dirty, poorly constructed, disreputable in appearance, and bar-
barously decorated. The building was large enough for the uses
of the school, for the number of the children was small. But thesa
new activities brought home to the people of the community not only
that the school building was unattractive, but that it was not really
large enough to serve the whole community as a community meeting
place; and, perhaps, the most significant result of these new move-
ments in this community life was the definite feeling of the leaders
of the community (all of them local leaders) that the community
must now have a meeting place, big enough to house the whole
community in this new co-operative life, and attractive enough to
make these new interests and energies feel quite at home.

Without outside suggestion of any kind, simply as the natural
development of the native hopes of the people, stimulated by their
own accomjplishments, as related above and as unrelated in many
details, the people made their plans. The building must be com-
pletely rebuilt, enlarged, made modem in construction as nearly as
possible, and decorated in such ways as to make it a beautiful home
for the new community spirit, as well as a more attractive place for
the children in the school. It was a difficult undertaking. The
people are poor, and afraid of taxes. Yet so well was the whole
plan advertised and promoted, that when election day came not a
vote was cast against the project. The expenses were approved,
plans were prepared, bids called for, contracts let, the work was
done, up to the enthusiastic approval of the whole community; and
though there were one or two in the community who felt that the
community would be ruined by such extravagance, yet when they
came to inspect the finished result, their old fears were stilled and
they became willing supporters of the community plan.

The completion of the work was celebrated by a community
gathering. Not many of the community were absent. It was the
community's own occasion. This new building was not made by
others and handed over to the community. Their own hopes had
urged it; their own new life had demanded it; their own thinking
had conceived it; their own votes had ordered it; their own com-
munity members had done the work ; their own hands were to pay
for it ; it was their own. Their children should go to school in it,
and be unconsciously molded by it. Their clubs and societies should
meet in it, proud of their own new community home. It belonged
to all, to every one, to each. And in that community gathering, all
old community feuds seemed to fall away, and the new home of
the community seemed to shelter a new spirit.

What will come of it? Well, that is theory, and must be here
avoided. But the work is going on, both in the school house, and
in the community at large. It may pass away; that too is theory.
But (this may be theory) the practical lesson of it all seems to be
that the way to remake a country school, is to begin on the outskirts
of the community, and work in. r i

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A Survey of Oregon High Schools

By WM. M: PBOOTOBy Stanford Unlvenlty. Berkeley, OailfomU

The study habits of high school pupils and methods employed by
high school authorities in adjninistering the school study periods in
Pacific Coast high schools, has recently been a subject of investiga-
tion by the writer. The school of education of the University of
Oregon has very generously co-operated in the work by gathering
data from Oregon high school principals and high school pupils.
During the month of April, 1916, a questionnaire was sent out to
the high school principals by the University of Oregon school of
education regarding methods of handling the study periods in their
schools. Replies were received from fifty-six of the principals and
the papers sent to the writer for tabulation. Following is a sum-
mary of the replies received that may be of interest not only to the
men who contributed by answering the questionnaire but to all
those who are interested in secondary education in Oregon. There
were five questions asked, and in giving the summary of replies we
will state each question in full, giving the grouping of answers
under each in order.

1. METHODS OF HANDLING STUDY PERIODS.

Which of the following methods of handling school study periods
are in use in your school? Check the one in use. Where there is
more than one method, indicate the number of students handled by
each method. (1) Students studying in rear of room where another
class is reciting. (2) Separate study rooms presided over by a
teacher (assembly room, or class-room). (3) A lengthened or
double period, where a portion of the time is used in showing pupils
how to study. Indicate length of period. (4) Other methods or
plans or any combinations of the above.

1. There were 15 high schools which reported employing the
plan of having students study in the rear of rooms where recitations
were going on. Most of these were schools having fewer than 100
pupils, but one of them was the Washington high school of Portland
which reports satisfactory results with the plan.

2. The assembly room plan was reported by 24 of the high
schools. These were for the most part the medium-sized or large
high schools.

3. No high school reported using exclusively the double or
lengthened period, but there were several schools in which (3) was
combined with some other plan.

4. Combinations: (a) Twelve high schools reported using com-
binations of (1) and (2). That is, some of the pupils studied in
assembly rooms and some in classrooms where others were reciting,
(b) Two high schools had combinations of (2) and (3) i. e. part
assembly room and part double-period. These were the Eugene high
school and one other school whose principal neglected to designate
his school by name, (c) Two high schools reported a combination
of (1) and (3). These were The Dalles high school and another

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ORBGOIf TEACHBRfl MOIfTHLY 213

presided over by an absent-minded principal who forgot to give its
name, (d) One high school reported a combination of (1), (2)
and (3). The principal of the Silverton high school said he had
20 per cent under (1), 60 per cent under (2), and 20 per cent
studying under (3). He hoped soon to eliminate (1) entirely.

2. EFFECTIVENESS OF PLAN USED.

What is your judgment as to the effectiveness of the plan used in
your school? (1) Five of the 15 schools using plan (1) reported
results as satisfactory; 10 said they were unsatisfactory. (2)
Fifteen of those using the assembly plan, (2), said that the plan
was effective or fairly so, while nine said it was not satisfactory.
(3) This plan not used by any exclusively. (4) Combinations : (a)
Seven of the 12 using combinations (1) and (2) said it was satis-
factory; five said it was not satisfactory, (b), (c) and (d) Of the
five schools reporting some combination of (3) with (1) or (2) or
both of them, all reported the results of their experimentation with
the double or lengthened period satisfactory so far as they had been
able to try it out.

3. HOME STUDY PERIODS.

To what extent do you use home study periods? With what
success? Just what was meant by "home study periods" was not
exactly clear to a number of the principals, but in compiling the
replies all schools which reported that pupils were expected to
prepare at least one subject at home, as well as those which reported
some definite plan of encouraging or supervising home study, were
counted as employing "home study periods."

(a) We found that 39 of the 56 schools reporting make more or
less use of home study periods with a measure of success, (b) Nine
schools have used such periods with poor results, (c) Eight schools
do not use home study periods at all.

4. IMPROVEMENT OF HOME STUDY CONDITIONS.

Have you been able to improve the conditions of home study
through conferences with parents or through any other method ?

(a) Efforts to improve home study conditions by conferences
with parents and through the agency of the parent teacher associa-
tions were reported by 41 schools. Of these 11 report very good
results; 28 report results that are just fair; while two report no
measurable results whatever, (b) Two schools report improving
study habits at home by making careful assignment of reference
work to be done at home and reported on. (c) There were 13
schools which report making no effort to improve home study by
any kind of plan.

5. SUGGESTIONS FOR IMPROVING STUDY HABITS.

What measures would you recommend for the improvement of
the study habits of high school pupils?

The answers to this question were difficult to classify because
some of the principals gave a number of excellent suggestions and
others did not give any at all. In making the classification we
selected just one suggestion from each paper, i. e. the one upon

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214 ORBGOVr TEACHERS MOIfTHLY

which the one who filled out the questionnaire seemed to place moflt
emphasis. These suggestions are grouped below under 12 headings
and given in the order of the number subscribing to a given sug-
gestion.

1. Would use the double-period for supervised study, or plan

(3) 17

2. Insist that teachers master the technique of study and teach

their pupils how to study 14

3. Try to educate parents and teachers to keep week-day even-

ings, except Friday and Saturday, free from social
engagements and religious obligations 5

4. Make lesson assignments more definite and hold pupils to

stricter accountability 3

5. Confine work to such as can be prepared during school

hours 3

6. Provide an after-school period for those who come up to

their recitations unprepared 2

7. Study individual cases and cultivate a more intimate touch

between teacher and pupils 2

8. Prepare cards for record of home study on which pupils

shall make weekly returns of time spent in home study 2

9. Raise scholarship standards and increase the amount of

work necessary for graduation 2

10. Establish an evening study period at school for boys who

are backward in their studies 1

11. Single 'sessions, from 8 a. m. to 12:30 p. m. daily 1

12. No suggestions to offer 4

Total number of principals answering 56

The 56 high schools, whose principals replied to the questionnaire,
do not represent a very large portion of the high schools of the
state of Oregon, but they constitute the group containing a large
proportion of the high school population. All but three or four
of the high schools having over 200 students in the state are among
the 56 reporting, hence the replies are fairly representative of the
secondary schools of the state.

When 10 our of 15 employing Plan One report that the results
are unsatisfactory, even though the schools are for the most part
small it is a pretty fair indication that one of the most serious
problems confronting the principal of a small school is the difficulty
of satisfactorily administering the study periods of his pupiis.
There are so few teachers in these schools, and each teacher has so
many teaching periods a day that no time is left for supervision of
study or taking charge of a study hall. The best solution of the diffi-
culty both for the high school pupils an the tax-payers is the elimina-
tion of the small high schools, wherever possible, by means of con-
solidation into Union High School Districts, in order that adequate
buildings and faculties may be secured to do the work in the most
efficient way.

In contrast with the 66.66 per cent of those employing Plan One
who said it was unsatisfactory, 62.5 per cent of those reporting the
use of Plan Two i. e. the assembly room plan, stated that it was
satisfactory, or fairly so. The assembly method of conducting

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OREQOBT TEAOHBRS MONTHLY 215

study periods may be said to be the most prevalent type of study
admiiiistration in the American high schools today. It is the plan
employed in most of the schools having over 100 pupils. That it is
not the best possible plan is shown by the fact that 37.5 per cent of
those using it in Oregon find it unsatisfactory. Its chief weakness,
according to the testimony of the principals, lies in the fact that the
teacher in charge is not able to properly supervise the study of
pupils who are studying subjects with which she is not familiar.
Also in the larger schools it happens more often than not that
there are so many in the study hall as to make police duty the only
function of the study hall supervisor. Several high schools in
California have been trying out the plan of securing a "study
coach" who devotes her entire time to supervision of the study hall;
but in talking with the principals of these high schools the writer
has been informed that great difficulty has been experienced in
finding a person who combined all around ability in scholarship
with the necessary amount of disciplinary force.

The five schoote which employ some combination of (1) or (2)
with (3), while constituting a very small proportion of the total
number of schools reporting, belong to a class of high schools
engaged in an interesting experiment with supervised study. None
of the five Oregon schools had adopted in its entirety the double-
period or lengthened-period plan ; but to the extent to which they
had tried it out they expressed themselves as satisfied with the
results, and as intending to make still further use of the plan in
their future work.

At the present time there are 20 to 25 high schools in Oregon,
Washington and California employing the double-period plan of
supervised study, or Plan Three. The Everett, Washington, high
school employs a 90-minute period, divided 45 minutes recitation
and 45 minutes supervised study under the teacher of each subject.
The Snohomish, Washington, high school, which was the first
high school on the Pacific Coast to adopt the double period, has an
80-minute period, divided 40-40. Quite a number of schools have a
eO-minute period divided 40-20, 45-15, 35-25, or 30-30. After a
careful examination into the experience of these schools with the
double period, the writer has failed to find one of them where the
results were not more satisfactory than either Plan One or Plan
Two.

In the study of the study habits of high school pupils referred to
at the beginning of this article the schools having the assembly plan
of study administration and those having the double period plan
were compared. Pacific Coast high school pupils to the number of
1661 wrote answers to a 10-question questionnaire on their study
habits. Nine high schools, from which 1182 replies were received,
were of the assembly type, and four, sending 479 replies, were of the
double period type.

Answering the question as to how they prepared a history lesson
30 per cent of the pupils from the assembly type of schools said
they used "outlines, maps, etc.," while 55 per cent of the pupils
from the double period type of schools claimed to have such a
method of preparing a lesson in history. ,

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216 OREGON TBACHSSRS llIONTHI<Y

In the matter of having a regular program of study which they
aimed to follow every day in preparing their lessons it was found
that 55 per cent of the assembly school pupils had such a program,
while 831/^ per cent of the double period school pupils made the same
report.

They were asked the question, "Where do you study best, at home
or at school?" Of the assembly school pupils 45 per cent said they
could study best at home ; 45.70 per cent said at school ; and 9.30
per cent had no preference. But only 26% per cent of the doubl«
period pupils said they could study best at home, while 661/2 per cent
said they could study best at school, leaving 7 per cent who
expressed no preference. Improved study facilities and supervised
study at school evidently turned the balance of opinion, in the case
of the double period pupils, toward study at school.

Again in the matter of the improvement of study habits the
replies received are significant. They were asked whether they
thought their study habits would be improved if instructed in how
to study by their high school teachers. There were 45% per cent
of the assembly school pupils who thought their habits might be so
improved ; 44 per cent thought they already knew how to study, or
doubted the ability of their high school teachers to give worth while
instruction in that line ; 10% per cent expressed no opinion. From
the double period schools, where they had had some experience with
instruction in how to study, 82 per cent of the pupils not onlj^
favored such instruction but said their study habits had actually
been improved as a result of it; 13 per cent expressed themselves
as doubtful of the benefits of instruction in how to study or were
opposed to it entirely; and 5 per cent failed to answer the question
or did not venture an opinion.

Referring again to the answers given by Oregon high school
principals to question No. 2, as to the effectiveness of the plans of
administering the study periods in their schools, we find that there
were 51 schools out of the 56 which employ Plans One or Two, or
some combination of these two plans. Out of that number there are
24 principals who report that these plans are unsatisfactory. That
is, there are 47 per cent of the 51 using Plans One and Two who are
not satisfied with the results. Taking these figures in connection
with the replies of the principals to question No. 5, in which thej*^
are asked to make suggestions as to the best means of improving the
study habits of high school pupils, we find that 17 of them recom-
mend the double period, or Plan Three ; 14 insist that the teachers
should master the technique of study and teach their pupils how to
study; and three suggest that the work be confined to such as can
be accomplished during school hours. These replies would all imply
the double period or some other form of supervised study. It would
appear, then, that while only five of the 56 principals are now using
Plan Three, there are 34, or 60.7 per cent of them, who believe that
Plan Three or some kindred plan would do most to improve the
study habits of high school pupils.

Returns from the double period type of schools above referred to
show that there is a very vital relation between the amount of well

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ORBGOBf TEACHBRS MONTH1.Y 217

directed study time spent in school and the necessary amount of
home study time.

The answers of the principals to questions three and four indicate
the difficulty of reaching effectively the home study of the pupils.
Various means of securing more satisfactory results from home
study were reported, but out of the 41 principals making such at-
tempts only 11 report very satisfactory progress; 28 report returns
as small ; and two indicated that they could get fair returns from
assigned readings but not from regular lesson assignments to be
prepared at home. The proper line of experimentation would there-
fore seem to be in the direction of more time spent in school study
under some form of supervision superior to Plan One or Two. Plan
Three is commending itself to a great many high school principals,
not only on the Pacific Coast, but throughout the Middle West and
East. It presents difficulties of adjustment, particularly to the
small high school with less than six teachers, but if study habits are
improved, if discipline is simplified, if elimination is reduced to a
minimum, and if standards of scholarship are distinctly raised as a
result of the adoption of such a plan of administering the study
periods of a high school, the high school principals of Oregon will
certainly not be the last to make an effort to try it out. The
progressive spirit of their answers to the questionnaire would lead
us to believe that they are alive to the seriousness of the problem and
have a disposition to try any plan that promises to improve existing
conditions.

The Biver of Dreams.

The river of dreams runs silently down
By a secret way that no one knows;
But the soul lives on while the dream tide flows
Through the gardens bright or the forests brown,
And I think sometimes that our whole life seems
To be more than half made up of dreams ;
For its changing sights, and its passing shows,
And its morning hopes, and its midnight fears,
Are left behind with the vanished years.
Onward, with ceaseless motion.
The life stream flows to the ocean,
And we follow the tide, awake or asleep,
Till we see the dawn on love's great deep.
Then the bar at the harbor mouth is crossed,
And the river of dreams in the sea is lost.

— ^Henry van Dyke.

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Rural School Department

Edited by MBS. Iff. L. FULKEBSOK, 8al«in, Oregon

WHAT DOES IT MEAN TO YOU?

What does Christmas mean to you

As you work and worry away?
Is it only a break in your slavish tasks,

A myth, or a holiday?

If you've wept with the sad and shared your crust

With the needy at your door.
If you've smiled with the glad and shown your trust

In those who have erred once more,

If each morning bright when the day's begun

You can face the light and no man shun,
Then Christmas is more than a myth to you,
For the works of Christ have in you come true,

And all days are the same when done.

— C. R. Scroggie, in Midland Schools.
* m *

IS THE GAME WORTH THE CANDLE?

So you say Industrial Clubs for boys and girls are failures, mere
fads, and that the effort expended in this direction is too great for
the the returns? Well, if you persist in that opinion, stranger,
perhaps you had better accompany me to Monmouth and see
whether your sentiments will find backing among the farmers of the
community. To make this trip amount to anything, however, Jet us
first inquire into the plan of the work as conducted there. During
the spring months of 1916 the seventh and eighth organized a club
and the fifth and sixth grade children followed suit. In each case
there was nothing unusual in the organization. They availed them-
selves at Monmouth of the capable assistance offered to all the
schools of the state by O. A. C. and Superintendent Churchill. Mr.
Seymour and Superintendent Reynolds visited the club once during
the school year. On account of the organization of the school itself
it was impossible to have more than three club meetings, conse-
quently the work of the advisor became individual in nature. In
this capacity the advisor visited each of his club members at least
twice, some four times, at his home where the project work was
being done. Contrary to your expectation the children live many of
them as far as two miles from school. In all, the Ford which the
advisor borrowed from an interested party, showed it required 33
miles of traveling to visit all of the club members at their homes.
In addition to this, stranger, you must remember the advisor was
not the direct teacher of any of the children. So you may well see
that it required effort to accomplish whatever the club may have

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ORBGON TKACHBRS MONTHLY 219

done. Now let us go to Monmouth. This is Monmouth, the home
of the Oregon Normal School, which you see over yonder. You
wish to interview those interested in the industrial work. Very
well, we shall first speak to the teachers who have the children in
charge.

"The children take a pride in their achievement and like to discuss
their projects in the class." Um— nothing odd about that, all
children are that way.

"Yes, but there is such an air of realness and accuracy to their
discussion — something that comes only from the actual doing of the
thing; the very point emphasized in project work." So? Well,
perhaps I have overlooked that feature. Thank you for calling my
attention to it. But let me see, who supervises the work?

"The gentleman you see yonder, one of the instructors in the
Normal." Sir, I have come to interview you about club work, what
have you to say?

"Well, I have a great deal to say, it is nothing for a weakling to
attempt, and I may say don't touch it if you are looking foir a snap."
Why not?

"In the first place it takes as much as three hours a week of the
teacher's time, in the second the teacher must be able to meet the
parents as well as the children and finally she must have a practical
and definite message for patrons and children alike." You mean
she must sort 'er educate the community?

"Never, I wish she might, but the teacher who tries it is making
a mistake ; she should work toward having the parents assist in a
definite way the making practical all school lessons. Once the
teacher succeeds in getting the parents to the point where they will
agree to help 'put Johnnie or Mary through* the project, they have
given their tactit consent to have, in many cases at least, new ideas
brought into the home. Yes, of course in the end this means a
better community." Don't you think this is asking a great deal
from the teacher?

"Not as much as it appears so far as my experience in this sort
of work goes, I need at least three hours a week of this sort of
knocking around out in the open for the exercise if for nothing else.
It sharpens the teacher's wits to have to match them with the
parent. So I feel my club work has made me keener mentally as
well as better physically, and in addition, as I go from home to
home I get some valuable sidelights on the successes and failures of
the children besides the actual knowledge I pick up for class-room
use. I feel I am a much stronger teacher for having taken up club
work." I see then you give the time willingly. But will you answer
me this, have you any way of knowing whether this work has been
of benefit to the children?

"Many ways. Here are a few. One boy raising pigs came to me
of his own accord and said, *I don't see how Mr. A. can afford to
keep pigs. He is feeding three times as much grain to his as I feed
mine. Now that costs money, I know it because I had to work a
day and a half to earn enough to buy a sack of shorts for my pi^^s.'
Get me? The rigid necessity of economy and the value of a dollar
were being driven into that boy in a way that class-room exercises

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220 OREGON TEACHERg MONTHIiY

could never do. Another boy when told by Mr. Allen that his hojra
needed a wallow, acted on the suggestion and dug one in the
orchard. He filled it with water, turned the pigs in and then called
for his mother. When she came one of the pigs, in its effort to get
out, pulled some dirt into the wallow. His mother said, 'Johnnie,
why don't you slap that pig, he will fill your wallow if you aren't
careful.' Johnnie looked up so innocently and confided, *I know
mamma, but I have to humor them a bit.' And Johnnie did humor
his pigs. He never allowed any other to care for them. He had
caught a vision no class-room exercise could have driven home with
the same force — that pigs must be treated as individuals, not
collectively. The breeder puts it this way, feed the individual, not
the herd. Another boy kept after his father to get him a pig. The
father made promises. Finally after two months of promises, Mr.
Allen helped the father make good the promise. To make a long
story short, Neal became so infatuated with his pig. Red, that he
fed him five times a day. And many a time the parents say, 'Neal
would jump up from the table, refusing to eat until he had fed Red-'
At the end of the third month Neal's pig had made a gain of 48
pounds for a period of 30 days; the following month Red put on 62
pounds. This brought him to 138 pounds at barely 4 months. The
pig was weighed at the town prune dryer where all could see it.
Soon the uncle from whom Neal bought the pig was being twitted
about the difference in the litter mates. The uncle's would tip barely
70. He replied he 'guessed it didn't pay to force pigs, so he left his
to take care of themselves.' Figures show that when Red was
putting on two pounds a day it was costing Neal, feed, labor and
all, barely 9 cents a day. He was offered 10 cents a pound live
weight, so you can figure for yourself whether it paid. Needless to
say. Red was the talk of the town. Neal had all the boys come and
see Red. I went to see him and found Red delighted to see me. He
quite willingly played the different roles Neal had taught him. My
story is done. Neal is in the sixth grade this year, and already is
planning on a pure-bred sow for next year. I wonder whether it
paid. Neal is found at home evenings tending Red. Another boy
whom I might mention 'fizzled' his project, never sticks to anything,
and spends his time on the streets. With three or four years of
such living to base your judgments upon, stranger, which of the two
would you pick to succeed?"

Foolish question, you know; but don't you have anything but pigs
in Monmouth? "Well, I might tell you how the girls' canning club
in the two years it has worked has made so marked an impression
that, growing out of a steam pressure canning demonstration held
before the parent-teachers' association, at least two different
families have been led to purchase canners, while I find it an added
pleasure to loan mine for canning beef, fish, etc. I might tell you
how Beth Ostrom was so anxious to complete her project well that
she refused to go to the hop fields until she had canned everything
required in such quantities that she could select a good exhibit from
it ; how she wrote our her report and put it with the exhibit in my
care with the strict injunction that it be exhibited at the towh,
county, and state fairs. I followed my directions and Beth's spirit

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OREGON TBACHBR8 MONTHLY 221

of never die together with her general excellence won her the
highest honor in the state. There are three other canning girls who
did splendid work also. Yet, we had some good gardens, too, some
poutlry, some sewing, some baking, some handicraft." Did any fail
to complete their work?

"Yes, I see you smile. Don't forget that broken promise of yours,
those failures in your work or let us make it more general. Think
of the number of failures in the business and professional world.
We do not wonder that we have failures, we can only do our best to
keep the percentage down. In our club fully 80 per cent did some
work worth while, and 50 per cent did considerable work." How
about the parents, do they endorse this work?

"We can soon find out. It has been my experience that once the
parent undertaands the motive he willingly endorses. Let's take a
swing around my club circuit. We will take them all in. The first
mother answers the bell. 'Oh, you just must see the excellent work
Romaine is doing. I am so glad for the lessons she is using, I find
things in them I can use.' Romaine brings her sewing which is
excellent and modestly confesses, 'I am workihg to get the trip to
Corvallis.' Down the line a mother steps to the door and says, 'Mr.
A., you are just wasting your time coming here, my boys work and
they work hard, if you would teach the things up there which you
ought to and let us tend to our homes ourselves I would be better
satisfied.' Ouch — ^that stings, but knowing the conditions we reserve
our judgment and pass on. 'We are so glad to see you. Mary is
having trouble with her report, can't you help us?' Another mother
with tears in her eyes, 'Mr. A. I am so glad you are taking an
interest in my boys. I appreciate it more than you can realize.' We
visit the father in the field and he can't talk enough about how his
boy is getting along, 'Worth the trouble, it isn't any trouble to me
and besides it is a good thing.' And so we go on, using the camera
whenever the children have done anything worth picturing. We
arrive at a home where the indulgent mother says, 'I always felt
that son had a lot to him but now I know. Visits from you encourage
him. His dad just laughs at him.' So we round up the dad and have
a talk. Another mother opens the door with a smile on her face —
how different from the discouraged look of last year when her
children failed to finish their projects — and tells how Johnnie's fly-
trap and bird houses are working, how she appreciates our interest.
But the farmer at the next field yells out, 'Get out of here, can't you
see we are bu^y ; sic 'em Tige ! Oh, come back, I didn't know who it
was/ and he tries to patch it up for that home appreciates the
human interest attached to our work. Now we run out to the J. B.
Stump farm and find Mr. Stump a most entertaining host. As we
walk around the farm he tells us, 'Now this is the way you should
do, come and visit the boys and give them encouragement. There's
Mr. Allen, the boys are crazy about him. He is the man Johnnie
wants to see. And say, you should have seen how Johnnie dug mto
his com after that letter you wrote him. Say, it was just fine; he
put in three whole days paying me back with work on the corn. I
certainly think a lot of this club work.' And right here let me say
Johnnie Stump not only won prizes on his pigs but he took a prize

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222 ORBGON TBACUBRS MONTHLY

on his corn, too. I wish you could have time to have Johnnie tell
the story, how each second day he would take the pony to town and
bring out a cart of skim milk, mix it with the barley and feed it, how
he dug a wallow for his sows and another for his boars and hauled
water from the well, how he washed and handled his pigs ; then tell
you how after almost giving up his corn he dug in and cultivated
three acres twice to pay his father for caring for his eighth acre for
two weeks. If any person tells you that Johnnie did not do the work
himself, ask him why Johnnie was so concerned about the Burcell
pig. Johnnie actually took a string and measured the pigs and
compared them with the Burcell pig. He told me a month before
fair , 'Burcell can't beat me, why his pig is one and one-half inches
shorter than mine and besides he is feeding oil meal.' But enough,
stranger, you can see the attitude of the teachers, pupils, and the
parents well enough to draw your own conclusions. I leave it with
you, is the game worth the candle?" — ^L. P. Gilmore, Monmouth,

Oregon.

* ¥ m

CORRESPONDENTS WANTED.

A class of eighth grade boys in a rural school want to correspond
with other eighth grade boys who intend to take higher work.
Address Miss Nella McCane, R. F. D., Helix, Oregon.

* m m

SUGGESTIONS FOR CHRISTMAS.

When you are racking your brain to think of something new for
the Christmas program suppose you try staging a good Christmas
story. Read and discuss it with your pupils. Let the children make
the interpretation and adaption of each part. Let them decide upon
the stage setting and the costuming. You will be surprised at the
interest they will take in this. The acting will be natural and easy
because they will live the scenes they portray. There is a vast
amount of language training in this exercise.

m m m

The following pictures selected from the list in the Oregon Course

of Study are especially fitting to December study: (1) Raphael

Madonna of the Chair; Sistine Madonna. (2) Reynolds— Cherub
Choir. (3) Murillo— The Good Shepherd. (4) Lerolle— Arrival of
the Shepherd. (5) Breton — Shepherd's Star. Teach the poem, "A
Visit from St. Nicholas."

m m V

Your older girls will take delight in compiling a cook book as a
Christmas gift to mother. Let each one bring her mother's favorite
recipe and any others that are available. These may be copied by
the pupil and made into booklets having attractive cover designs.

m m a|c

Here are some questions that may be of interest to your pupils in
December :

1. How much later does the sun rise December 22 than June 2J ?
How much earlier does it set?

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OREGON TBACHBRS MONTHLY 228

2. What evergreens are much used for Christinas decoration?
What Christmas green was held sacred in oiden times?

3. How large is Palestine? What other names have been applied
to Palestine? What celebrated river flows through it?

4. What is the "Holy City*'? How far is it from Bethlehem ?

5. Who followed the star to Bethlehem? Why did Joseph take
Mary and Jesus to Egypt?

6. What are some of the points of interest to be seen in Egypt?

7. Describe an imaginary journey from your home to the city of
Cairo in Egjrpt.

* * m

For December seat work draw and color the following: Fire-
place with stockings suspended ; sprays of holly and mistletoe with
berries; evergreen trees — ^pine, fir, hemlock, cedar.

Trace from pattern and color: Reindeer, sleigh, camel, sheep,
shepherd's crook.

Cut and color : Stars, bells, stockings. Write "Merry Christmas,
1916" on each. . Make Christmas booklets, tying together several
leaves of paper with Christmas ribbon. Paste a small Madonna
picture on the front cover. Under the picture write, "Merry Christ-
mas, 1916." Write appropriate Christmas i.>oems or quotations on
the inside leaves.

Illustrate booklets containing Christmas stories or poems, by
using original drawings or pictures cut from magazines.

Make strings of beads from salt and starch : Two tablespoons
salt and one tablespoon com starch, heat thoroughly and add hot
water to make a stiff dough. Color may be added to the water
before mixing with the dry ingredients. Tube paint, water colors,
egg dyes, or even tissue paper may be used for coloring. Measure
the dough when cold in a small spoon or thimble so that each bead
will be proportionate to the rest. Roll each portion in the palm of
the hand until in the desired shape. Place the beads on hat pins or
a small wire until dry and then string on strong thread.

m m m

JOINT COMMUNITY FAIR IN KLAMATH COUNTY.

That Klamath county has some live wires among its teachers is
evidenced by the following report which has just reached our
office. We like to get reports like this. It helps us all to know who
is doing things and how things are being done. Here is the report :

The first joint community fair in Klamath county was held at
Mt. Laki church, October 20, 1916, by the four adjoining districts:
Mt. Laki, C. D. Corpening, teacher; Fairview, R. K. Hannon:
Henley, F. S. Sexton, principal, with the Misses Dobry and Rose as
assistants; Spring Lake, M. B. Ford. These were the schools that
participated in the fair.

Industrial club work was begun in these schools last spring by
Messrs. Sexton and Ford and the Misses Selma McReynolds and
Neva McKee who were the teachers last year. Mr. Corpeninjr
succeeded Miss McReynolds, and Mr. Hannon took up Miss
McKee's work this year. At the time of organization the clubs each

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224

OREGON TEACHERS MONTHLY

planned to hold a local school fair, but during the summer Mr.
Corpening and Mr. Ford did some planning together and conceived
the idea of holding a joint community fair instead. A conference
was held with the heads of the two other schools, and then the
scheme was laid before the Parent-Teacher Association m each
district with the result that all approved. Each association began
at once to lay plans to make the fair a success.

Three lines of exhibits were decided upon: (1) Exhibits by
pupils who had completed their club projects. (2) Exhibits by
pupils of each school in competition with pupils of the same school ;
exhibits to be products produced by the pupil or selected from the
products grown by his parents. (3) A general exhibit by all pupils
and club members in competition* with all other entnes; this
division to be subdivided into a section far boys' exhibits and one
for girls' exhibits. In this exhibit a boy must show five farm
products, two grains and three vegetables, or three grains and two
vegetables. A girl must show five articles of home work, two of
baking and three of sewing or three of baking and two of sewing

The plan further provided : That each district should provide a
booth in which to exhibit the work from that district; that the
forenoon be given to viewing and judging the exhibits, and the ren-
dition of a program consisting of short talks, music, and recitations,
all districts participating; that the afternoon be given to sports
such as races and a ball game.

The Parent-Teacher Associations of the four districts responded
loyally. Each planned and decorated a booth in the most artistic
manner possible, using the school colors as a basis. Mt. Laki chose
blue and gold, Fairview black and orange, Henley red and gold, and
Spring Lake white and gold. Everybody present wore the colors
of the district he represented.

The booths were filled to overflowing with exhibits of grain,
vegetables, sewing both plain and fancy, baking, jelly, preserves,
handicraft and curios. In the yard outside were exhibits of
chickens, cattle, and hogs all brought in by the children.

Over 300 exhibits were displayed by 115 pupils. One hundred and
thirty dollars were distributed in prizes. This amount was furnished
by the county court, which had appropriated $500 to be used in this
way throughout the county. About 500 people attended the fair and
the day was perfect. A bounteous luncheon was provided by the
Parent-Teacher Associations. The afternoon of sports — foot races,
egg races, potato races, sack races, and a baseball game— provided a
rollicking good time for everybody. People grown old with care
forgot it and became young again. Everj^one went home happy,
voting the fair a complete success.

Plans are being laid for a still bigger event next year. The way
has been paved for a much larger and farther reaching social work.
The spirit of co-operation has been strengthened by the results
shown by this first attempt, and a new view of the teacher's position
is being taken by the people in these districts. He is no longer
merely a teacher but is looked upon as a representative of the
community working for the good of all. Through the efforts of
these teachers this group of schools has become the hub— the

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OREGON TEACHERS MONTHLY 286

nucleus of the progressive school work of the county. Such features
as student self government, glee clubs for rural pupils, rural school
papers, practical rural science and many others are being worked
out successfully.

m * «

PUBLIC SCHOOL COMPOSITIONS.

A number of compositions were submitted during the month of
October, some of which, while possessing merit, were too long for
publication. We are always glad to read the compositions sub-
mitted but cannot undertake to make corrections nor return manu-
scripts unless full postage is sent for mailing purposes.

Before sending a composition to us it should be carefully
corrected by the teacher in the presence of the writer and errors
pointed out. Then a careful copy should be made by the pupil. If
composition writing is to benefit the pupil he must have a hand in
correcting his work. The pupil will gain nothing if his composition
is corrected in this office, besides we haven't time to make the
corrections.

We want only original compositions, on subjects of which tbi*
pupils have a personal knowledge. Don't send us reproduction
compositions, because we do not consider them of any value in
composition work, except in the primary grades.

We should like to receive original compositions and in order to
stimulate interest we will select from those sent us each month, the
best one written by a boy and the best one written by a girl and
publish them in this department. The names of the winners will be
placed on the Composition Honor Roll which will be printed in each
issue throughout the year. Compositions should not exceed 300
words and must be in the hands of the editor of this department by
the first of the month previous to publication.

Grade Teachers' Department

BdltM bj 8ABBA OOIRIEB, 421 W«it Fuk StrMt, Portlftnd, Onfon

Elementary teachers and elementary teachers' associations are cordially invited to send
>«wa items of their activities which would be of interest or value to other teachers to this
atptrtment of the The Oregon Teachers Monthly. Address Editor of Grade Teachers' Depart-
■tnt, Boom 800, Oourt House, Portland, Oregon.

A Multnomah County Teachers' cided to hold the next meeting Satur-

Assoclation was organized Saturday, <lay, October 28, at 11 a. m., in the

October 14, at Gresham. Superin- ^"/^^ ^^ ^?"°*y School Superintend-

*^^A * * « A X X ®^t ^' P- Armstrong. At this meet-

tendent A. P. Armstrong acted as j^g the organization was completed

temporary chairman, and after an and the future work of the associa-

enthusiastic discussion of the ques- tion outlined,

tion, the formal organization took • * «

place. Mrs. Rhoda Wallace of the rm. « ** ^

Gilbert school was elected president; ^^^ Recreation Committee of the

Miss Marion Robertson of Rockwood, Portland Grade Teachers' Association

▼ice-president; Mrs. Grant of Fair- has been busy planning outings to

view, secretary-treasurer. It was de- industrial plants. The first of this

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226

ORBGON TBACHBRS MONTHLY

nature was a trip to the Woolen
Mills, Paper Mills and Electric plant
at Oregon City on November 4. An
added attraction was the personally-
conducted trip to the McLoughlin
Home and other historic points of
interest by Mrs. Eva Emery Dye.
The recent Columbia Highway trip
planned by the recreation committee
was especially interesting because of
the fact that most of the party were
seeing the Columbia scenery for the
first time and their enthusiasm was
unbounded. In spite of the early
morning fog, and the fact that the
ladles numbered thirteen, the day
was filled with nothing but pleasure,
unless it were that the lunch hour
at Eagle Creek canyon seemed toe
short to consume all the good things
provided. Many opportunities were
given to explore the scenic trails
along the highway, the teachers prov-
ing themselves good hikers. Alto-
gether it was a day well spent and
one to be long remembered.

• • ♦

Perhaps the grade teachers of Port-
land hold the record for the size of
their theater party at the recent
Schumann-Heink concert, as one hun-
dred and sixty-nine of them occupied
a block of gallery seats. Many, who
were too late to get reservations with
the larger group, were scattered In
smaller parties throughout the house.

• • *

At the Educational Day meeting of
the Federated Clubs, October 21, tne
members were the guests of the Pen-
dleton Boosters' Club. About twen-
ty-five of the grade teachers of Port-
land were present. The meeting was
addressed by Gov. Withycombe, Pres-
ident Campbell of the University of
Oregon, Supt. Churchill, and others
in behalf of a Normal School at Pen-
dleton.

• • •

Mrs. Helen Eakln Starrett talked
to the teachers of literature in their
first regular meeting, October 12, on
the subject, How to Cultivate a Love
of Literature in Children. "Love of
literature as a source of happiness is
the view we must take of literature,"
she said, and gave as the keynote of
her talk the old quotation, "A Jolly
book whereon to look is better to
me than gold." She believes that
the first crisis In the child's love of
literature occurs when he comes
from the world of illusion into the

world of realities and first discovers
that there is no Santa and no fairies.
This period must be carefully bridged
by parent and teacher. This is the
time to intfoduce children to the
stories of adventure, to animal stor-
ies, to literature about pets and na-
ture study. Another critical period
is the time of entering the teens.
This transition period also must be
very carefully handled by teachers of
literature. Never tell a child at this
period that a book or poem is beyond
him or too sentimental for him. Let
him have it and get from it what he
wishes. Boys and girls at this time
are liable to choose such poems as
"My Lost Youth" and enjoy Its
mournful retrospect. Mrs. Starrett
recommends as invaluable to the
teacher of literature two books by
Hiram Corson, The Voice and Spirit-
ual Education and Aims of Literary
Education. With these books alone
a teacher is well equipped. Add to
these Whittier's collection of Child
Life in Verse and a teacher has all
that is necessary to inculcate a love
of literature In children. Mrs. Mar-
tha Drury-Scott explained how im-
portant freedom of voice is for good
interpretation of literature. She Il-
lustrated the freedom and simplicity
which teachers of literature should
seek to cultivate in children by her
reading of Over in the Meadow, The
Tree, by Joyce Killim, The Yellow
Violet, Bryant.

• • «

Tdeals.

No body of professional people can
wield more influence for good or evil
in the developing and moulding of
human character than the teaching
profession.

The professional aim should be to
develop the highest possible moral
standard in all that pertains to or
will enter into human experience.
"Knowledge for knowledge's sake"
has its place, but without a standard
by which to Judge the relative value
of this knowledge, the seeker is not
prepared to assume the responsibili-
ties which must come to him, nor to
handle problems or conditions from
the viewpoint of the greatest good to
the greatest number.

The teaching profession should oc-
cupy the highest place among the

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ORBGON TBACHSRS MONTHLY

227

professions, but to reach this stand-
ard depends entirely upon those
within its ranks.

No work is so simple but that
some phase 'in this character devel-
opment can be employed, thus pro-
viding one layer in the corner stone
for the completed whole.

It is related than an artist upon
beholding, for the first time, a mas-
terpiece, exclaimed, "I, too, am an
artist." He was conscious of what
was within himself and thus was en-
abled to recognize the same con-
sciousness in the work of the master-
painter.

The consciousness of the power
within enabled Lincoln, during the
Civil War, to guide the Ship of State
to a safe port, in spite of the opposi-
tion of those most closely associatea
with him. The uplifting of human-
ity was his goal and he stood for his
conception of the greatest good to
the greatest number.

Disraeli, Lord Beaconsfield, from
his study of conditions, during a cri-
tical period in England, realized a
power within himself which, when
put into active use, enabled him to
put* through the greatest coup d'etat
in English history.

What is it that holds one enrapt
before the masterpiece of the sculp-
tor? Is it not that he conveys to the
receptivity of the observer the con-
sciousness of his power to express
the joys, griefs, beauties or cares ot
life?

Every masterpice of art or litera-
ture, every ennobling deed or act has
been possible only through the recog-
nition and development of this pow-
er. The highest attenuation of this
power is spoken of as a gift, but all
are gifted, even if the world does not
give recognition.

One educational system may in-
corporate a line of work In imitation
of another system and wonder why
the same success does not follow.
Why? The new idea was not the re-
sult of development; its imitation
fell below the ideal; the only remedy
for the failure being the acknowledg-
ment and gradual unfolding of the
new idea.

Education is defined by Webster
as "the systematic training of the
moral and intellectual faculties":
character, as "moral excellence."
The correlation needs no explanation.

"useless each , without the other."
"Reward?" To know and to see tne
unfoldment of embryonic thought, in
the increased mental force and the
understanding of an inward power is
the ideal reward of the conscientious
and forceful worker.
"With wisdom meet thy brother's

need;
Thy thought to worthy effort speed.
Sustained by motives pure as gold —
Thy brother's good thine own must

hold."

— Ida Helen Holmes.

The Beacon Method.

Superintendent Fassett has just
issued through his publishers, Qlnn
& Co., an Introductory Second Read-
er of Animal Folk Tales with illus-
trations by the famous artist, Charles
Copeland. Learning to read by means
of The Beacon Method gives the
children such a mastery over new
words that it is difficult to find
enough material properly graded
from a phonetic standpoint. The
"Beacon Introductory Second Read-
er" has been carefully compiled to
meet this want. Any second grade
teacher whose pupils have used The
Beacon Method and who is on the
lookout for some easy attractive
stories properly graded, may have,
free of charge for examination, a
copy of this book by writing Qinn &
Co., the publishers, at 20 Second St.,
San Francisco, and mentioning Ore-
gon Teachers Monthly.

MRrs. M. L. Fnlkerson.

Teachers of the state have missed
Mrs. Fulkeerson from the institute
this year, but they are all interested
in knowing that she has been in Mon-
tana this fall spreading the gospel
of better rural school methods. Mrs.
Fulkerson holds a firm grasp on the
hearts of Oregon teachers and they
will be glad to welcome her home to
Oregon when her work is done in
Montana.

Report Cards.

The Oregon Teachers Monthly can
furnish report cards for one cent
oach. The cards are well printed oh
heavy manllla and are arranged for
a nine months' term. A sample will
be sent free. ^

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Some Oregon Weeds and Seeds

By A. B. 8WEBT8BB, University of Oregon

It is the plan to describe and Il-
lustrate (from month to month)
isome of the common weeds and their
seeds that are to be found in the
state.

What is a weed? I have known
people who plantod in their gardens
the seeds of the Bachelor's IJutton
and tended them with great care, but
I also know a field wondrously beau-
tiful to look upon because it contains
great numbers of this same plant and
the owner speaks of them as the
troublesome weeds in his pasture.
Ruskin says "What is a weed?" 'A
plant in the wrong place." "It is en-
tirely true that a weed is a plant that
has got into the wrong place. But
some plants never do. Who ever saw
a wood anemone or a heath blossom
in the wrong place? Who ever saw
a nettle or hemlock In a right one?
And yet the difference between flow-
er and weed certainly does not con-
sist merely in the-flowor b«in? in-
nocent and the weed stinging and
venomous. We do not call the night-
shade a weed in our hedges, nor the
scarlet agaric in our woods. But we
do the corn-cockle in our fields." To
the agriculturist the weed is a plant
which persistently monopolizes the
ground desired for other crops. Some
one has asked why the weeds thrive
while the cultivated plant often lan-
guished in spite of the most careful
attention. The reply is that the soil
Is mother of the weed but only step-
mother to the other.

For this month we have chosen
two of our very common and trou-
blesome Inhabitants of the gardens.

The first is the Groundsel or Old
Man, known scientifically as Senecio
vulgaris, and belonging to the Dan-
delion family. Figure 1 shows, at
the right, a portion of the whole
plant, and at the left a single so-
called seed, really the fruit, slightly
enlarged, with its copious hairs or
pappus by which It is parachuted
through the air. The middle one is
another fruit without its appendage
and much enlarged. We say fruit
because a careful examination under

the microscope would show an outer
case, the ripened ovary, with a single
seed within, but the whole is com-
monly spoken of as the seed. The
peculiar appearance of the seeds may
be made out with any good magnify-
ing glass or one of those three-legged
seed testers. The plant is usually
clustered, its height and abundance
depending upon the richness of the
soil but not usually over a foot. The
flowers are yellow and inconspicu-
ous and in small heads with an en-
velope of green bracts. With the
ripening of the fruit these bracts
turn back, exposing the mass of

FlK. 1.

white hairs, hence the naire of Old
Man. Since the plant is an annual
and grows each year from the seed
of the last, the remedy lies In cutting
or pulling before the seeds appear.

The second is the Wild Carrot.
Queen Ann's Lace, Birds Nest Plant,
Daucus carota. This belongs to the
large group of plants known as the
Umbcliferae because of the sort of
flower cluster which occurs in every
member and is known as an umbel.
It is thought to be the ancestor of

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ORBGON TBACHBIRS MONTHLY

229

the cultivated carrot, but it must
have taken a large amount of culti-
vation and selection to produce the
fleshy edible root from the tough
one of the wild plant. On the right

Fig. 2.

in Figure 2 is a drawing of a part
of a wild carrot plant with its finely-
cut leaves and its double-umbel clus-
ter of flowers, with the surrounding
bracts finely cut like lace, whence
the name queen's lace. As the plant
matures the flowers drop and the
fruit and lacey bracts roll together,
leaving a depression in the center
and the whole resembling a bird's
nest, or bird's nest weed. To the left
is a drawing of an enlarged fruit,
also commonly called a seed, with
its numerous spines.

This plant is a biennial, that is, it
takes two years to mature seed. The
first year only a cluster of leavoB ae-
velops from the seed but the next
season flowers and seeds are pro-
duced.

The only remedy is to weed them
out. As both of these are not native
Oregonians but have been introduced
with other seeds we see clearly the
necessity for protection against un-
desirable plant immigrants as well
as people. ,

After we have seen the seeds of
the common weeds and learned to
distinguish them it will be possible
to determine the purity of commer-
cial seeds.

City Superintendents' Department

Edlt«d by GEOBGE W. HUa, MclCiimTiU*, Ortgon

Standard Students.

If we have standard grade schools
and high schools why not have stand-
ard students? We can all see the
vast benefit that has been brought
about by the policy of the presewt
school administration toward -stand-
ardization. All common schools have
had a measure of their efficiency, a
standard to work towards, an ideal
to consider and we know what vast
improvements have been made to
meet these standard requirements.
Likewise, with the high schools,
equipment has been added where
needed, encyclopedias and dictionar-
ies have been supplied by school
boards, in fact, the policy of stand-
ardization has made its plea to prac-
tically every school in the state and

results everywhere in development
and Improvements.

We know now what a school
amounts to if it is on the standard
list. We know what to expect of a
student entering a standard school,
we can estimate the mental ability
and preparation of a graduate from
standard schools but have we an ab-
solute measure of this ability and
preparation? Isn't there a vast
range of difference between the brain
power of the members of our gradu-
ating classes now? A student enter-
ing our school coming from a stand-
ard school, do we know where to
place him or must he pass some sort
of an oral or written examination by
which we measure his ability? If
we Judge high schools and classify
high schools and grade schools by
standardization methods/ wjb

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2S0

ORBGON TBACHBR8 MOBTTHI^Y

ply it still farther and judge stu-
dents and classify students by tue
same method.

This is not an honor system. The
merit of an honor system in hi^h
school may be questioned. A stand-
ard student is not an honor student.
There are certain requirements that
one may reasonably expect from stu-
dents who enjoy the privilege of a
modem high school education. It is
with this in mind that we have at
McMinnyille Senior High School
worked out a plan of standard stu-
dents. It is elementary in scope but
we feel that It is at least a gentle
beginning and, having accepted and
entered into zealously by the stu-
dents, will lead to greater things.

Our requirements for standardiza<
tion are as follows: A standard stu-
dent must (1) Have no grades below
G or medium; (2) use correct Eng-
lish; (3) spell correctly; (4) write
legibly; (5) participate in one stu-
dent body activity; (6) have no un-
excused absense or tardy mark; (7)
read one daily newspaper. These re-
quirements are simple and very rea-
sonable but the average high school
principal will be surprised at the
small number of students who fill
all seven.

In our school a faculty commltee
of three members have been appoint-
ed who have made out the original
list and will revise it from time to
time. The plan has been put before
the students and they are eager and
willing to take it up. Competition
is keen among boys and girls and
among classes, for a place on this
standardization list.

The rewards for the standard stu-
dents will be determined by local
conditions. Perhaps, the principal
would see fit to exempt standard stu-
dents from examinations or give them
a half day holiday at end of a sem-
ester or to allow them some other
special privilege of some sort. This
may be an aid in securing interest
when the plan is first put before the
students. About the safest way to
insure the success of this plan Is to
appeal to the pride or school spirit
and the interest of the students, and
no rewards will be necessary.

What we expect to gain by this ia
hard to summarize. First, and prob-
ably most important, we will have
our entire student body working for
self-improvement along with the

seven reasonable lines of our re-
quirements. Besides this, we will
have a measure of the ability of our
students that they may know exactly
what is expected of them as high
school students. Further, other
schools may judge our work more
closely by our students with which
they come in contact if they know
that such a student was standard.
Furthermore, it shows our commun-
ity towards what ends we are striv-
ing in the development of their chil-
dren. Lastly, it stimulates each stu-
dent to do his best to live up to re-
quirements which they realize are
not honorary but just, reasonable
and proper. — Q. H. Oberteufter,
principal of McMinnville High School

Ttk^ Astoria Schools.

Some of the new ideas and policies
inaugurated during the year in tlie
Astoria public schools are the dou-
ble-periods in the high school, phy-
sical training both in the high school
and the grades under a physical di-
rector, a retardation teacher in one
building, and a special departmental
teacher, one each of music and of
drawing in each building.

The Astoria school board has
erected an $80,000 grade building,
has completed two portables and
three outside play buildings 40 feet
by 60 feet.

Superintendent Iipel reports that
thirty-one of the teachers were in
summer school. The school board
advanced the salaries $2.50 a month
for all teachers who had been with
them for three years and would at-
tend some summer term and make
six credits. Fifty-one of the fifty-
seven teachers have been in school
within the past two years.

Night school to teach English and
Citizenship to foreigners, has been
opened in two buildings during the
month of November. An attendance
of 138 was recorded the first night
and 300 are expected to attend dur-
ing the winter.

■

Report Booklets.
The Oregon Teachers Monthly has
for sale report booklets arranged to
fit the school register and can be
used for a year's work of school. The
arrangement is systematic and con-
venient. The price is 2 ^ cents each
or 50 for $1. A sample will be sent
free on request.

Digitized by VjOOQ IC

Oregon Congress of Mothers

Bj MB8. BT.TZA.BETH HATHUBST, 1070 E. Bamiid«, Portland

The tenth annual convention of
the Oregon Congress of Mothers and
Parent Teacher Association that was
held at The Dalles October 12.. 18
and 14, was more truly a state con-
vention than any previous one as the
100 delegates represented every por-
tion of the state

The self-sacrifice of The Dalles
women, together with the untiring
efforts of Mayor Anderson, Superin-
tendents Bonney and Andrews, made
everyone feel very appreciative of
all that was done toward making the
convention the splendid success it
was.

The speeches were all helpful, and
the presence of Mrs. J. Kemp and
Mrs. C. H. Castner, the two other
state presidents, bespoke a splendid
co-operation among the women's or-
ganizations.

Supt. Churchill emphatically en-
dorsed the bill for the minimum term
of eight months for rural schools anQ
a teacher's pension bill.

A resolution favoring extending
the extension courses of the U. of O.,
the O. A. C, and the state library,
was adopted.

The following working plans for
the Women's Legislative Council was
unanimously adopted, having previ-
ously been adopted by the Federated
Clubs and the Consumers League:

Representation — Representation in
this council shall be extended to state
organizations composed of women,
and to those state organizations in
which the majority membership of
hoth organizations and board of con-
trol is composed of women.

Name — The name of this group
shall be The Women's Legislative
Council of Oregon.

Object — ^The object of this council
shall be to unify, harmonize and co-
ordinate the legislative efforts of the
state organizations eligible to mem-
bership in this council; and to se-
cure connected action on legislative
measures. The council shall not ini-
tiate any legislation unless directed

by a unanimous vote of instruction
of the organizations composing its
membership.

Membership — Membership in the
council shall consist of the chairman
of the legislative committees of state
organizations eligible to membership,
their alternates or appointees. No
organization is entitled to more than
one vote and no person shall repre-
sent more than one organization in
this council. The presidents of such
organizations shall constitute an ad-
visory committee without vote.

Officers and Rules of Order — (a)
There shall be a chairman and sec-
retary, with duties such as pertain
to their respective offices, (b) These
officers shall be elected by the coun-
cil at a time not later than the month
of February of the year immediately
preceding the state legislative ses-
sion, (c) The council shall have the
power to make rules for its own con-
duct. Robert's Rules of Order shall
goVern parliamentary procedure, (d)
As to any matter, other than that of
business conduct of council, no ac-
tion shall be taken without a full at-
tendance of its membership, their al-
ternates, or their appointees; provid-
ed, that in case in failure or repre-
sentation of an organization for two
consecutive meetings for which not
less than twenty-four hours notice
shall have been given, formal notice
shall be served by the secretary on
the president of the delinquent or-
ganization, that membership will be
declared forfeited unless an accredit-
ed representative shall appear at the
next session of the council, (e) Any
endorsement of proposed legislation
shall have the unanimous vote of the
council, (f) The council shall pro-
vide each member of the state legis-
lature with a list of the measures
bearing the endorsement of the coun-
cil, (g) Before taking the final vote
on any measure, each member of the
council shall submit the question un-
der consideration to her legislative
committee (or authority) and her
vote In the council shall be under
direction of her committee (or au-

Digitized by vIjOOQI^

232

OREGON TBACHBRS SEONTHIiY

thority) ; such consideration in her
committee shall be governed by the
rules of her organization.

Divisions — There shall be four di-
visions in this council, the chair-
man to be appointed by the chair-
man of the council subject to the ap-
proval of its members: (a) Econo-
mic, (b) hygienic welfare, (c) edu-
cational, (d) civic.
■

The LaGnuide Meeting.

The sixteenth annual convention of
the Eastern Division of the Oregon
State Teachers' Association at La-
Grande, November 1, 2, and 3, was
up to the usual high standard and
reflected credit on the officers and
executive committee. The president,
Superintendent Linden McCuUough,
of La Grande, has a fine presence, a
good voice and grace of manner and
kept matters well in hand at all
times. Superintendent Mrs. A. E.
Ivanhoe, of Union County, was sec-
retary and Mrs. N. G. Neill, of La-
Grande, was treasurer. These of-
ficers and State Superintendent J. A.
Churchill, Superintendent J. C. Con-
ley, of Wallowa County, Superintend-
ent J. F. Smith, of Baker County,
Superintendent Roy Conklin of Wal-
lowa, and Mr. A. F. Gay, of Baker,
constituted the executive committee.

Representatives of the La Grande
Commercial Club met all incoming
trains with autos the opening day
and extended a cordial greeting to
visiting teachers. Principal A. C.
Hampton and Mr. A. H. Prince, of the
La Grande High School, went to Wal-
lowa and Baker counties to accom-
pany the teachers and work out en-
tertainment assignments en route. In
these and many other ways true
"Eastern Oregon Hospitality" was
dispensed, to the great pleasure and
comfort of the visitors. Music was
provided by the pupils of the La
Grande schools in various organiza-
tions, under the capable direction of
the music supervisor. Miss Cecile
Hindman. A very delightful feature
of the convention was the banquet
Wednesday evening, served by the
students of the Home Economics de-
partment. Plates were laid for about
400 people and the dinner served in
courses. The instructor. Miss Naomi
Kirtley, and her pupils deserve great
credit for the admirable manner in
which the affair was conducted. The
Neighborhood Club gave a delightful
reception Thursday evening. The

educational program was strong and
well balanced. Speakers from with-
out state were Mr. E. O. Sisson, com-
missioner of education in Idaho, Miss
Florence Fox, specialist in the U. S.
Bureau of Education, Washington, D.
C, and Professor W. R. Davis, of
Whitman College. Among Oregon in-
structors were Supt. Churchill, Asst.
Supt. Carleton, and Mr. N. C. Maris
of the state department^ President
Carl G. Doney of Willamette Univer-
sity, Dean Joseph Schafer and Prof.
DeBusk of the University of Oregon,
Prof. Ressler of the Oregon Agricul-
tural College, Mr. H. C. Seymour,
state leader of boys' and girls' clubs.
President Ackerman and Prof. Pitt-
man of the Oregon Normal School,
and Miss Hindman of the La Grande
schools. The convention accepted the
report of its committee, sent to the
Medford meeting of the Western Di-
vision of the State Teachers' Associ-
ation last year, and composed of the
three county superintendents, which
report recommended that the Eastern
Division merge with the Western in
the formation of a State Association.
Representatives were appointed to at-
tend the meeting in Portland, Decem-
ber 27-29. The tri-county meeting
will be continued under the name
''Blue Mountain Teachers' Associa-
tion" and will be held in Baker next
year, with Principal A. C. Voelker, of
the Baker high school as president.

For the first time the school at
Willamette, Oregon, has a four-year
high school course. At the opening
of the school the enrollment was 20,
but at present this number has been
doubled. The high school course
includes a Teachers' Training class.
D. F. Romig is the principal of the
school.

FAIR WARIflNO.

Please remember that at the
beginning of 1917, all sub-
scribers of the Oregon Teach-
ers Monthly whose subscrip-
tions are one year or more in
arrears will be dropped from
the list. The exceedingly high
price of paper makes it im-
possible to carry subscribers
who do not pay. The mailing
label tells the date to which
your subscription is paid.

Digitized by VjOOQIC

Oregon State Library

B7 COBNELXA MABVIN, Libzmxisn, Oregon 8Ute Library

Interesting Books for Teachers to
Read. — I suggest the following titles
of books which are really Interesting
and worth reading: A group of fic-
tion. Gather's "Song of the Lark,"
Conrad's "Victory," Fisher's "The
Bent Twig." Parker's "The Money
Master," Tarklngton's "The Tur-
moil," Tarkington's "Seventeen." Of
non- fiction, the most interesting and
fascinating of the recent books which
I have seen are John Hay's "Autobi-
ography," Osborn's "Men of the Old
Stone Age," Aldrich's "The Hilltop
on the Marne,' Stewart's "Letters of
a Woman Homesteader" and "Let-
ters of an Elk Hunt," Rhibany's "A
Far Journey," Wald's "House at
Henry Street."

The Best English Novels. — "That
ancient and altogether unsolvable
problem as to which is the best Eng-
lish novel has been exhumed again
by the New York Times," said the
Publisher's Weekly not long since,
"and the vote of twenty-eight mod-
ern authors awards "Vanity Fair"
first place, "Tom Jones" second,
"David Copperfield" third. "Scarlet
Letter fourth, and "Robinson Cru-
soe" fifth. Sixth place was a quad-
ruple tie among "Ivanhoe," "Lorna
Doone," ''Tess of the D'Urbervilles,"
and "Trlstam Shandy."

Good Book Week of the Boy
Scouts. — The week beginning De-
cember 4 has been set aside by the
Boy Scouts' organization as Good
Book Week for the whole country
and booksellers and libraries will do
all they can to encourage the buying
and reading of better works. The
organization suggests that teachers
give their pupils names of books to
ask for for Christmas, that they in-
terest the Parent-Teachers' s Associa-
tions and co-operate with the library
in all possible ways to get better
books into the homes. The State
Lribrary has for free distribution a
list of children's books suggested for
Christmas gifts, also two bookmarks
which serve the same purpose — one
called "When Mother Reads Aloud,"
and the other, "The Golden Stair-

case." Any teacher may have these
for asking and may have them to
distribute to parents.

Books to Give Away. — ^The Statb
Library has a few primers and read-
ers to give away to some country
school. They have been used, but
are in fairly good condition. Please
don't ask for them if you have any
of these books in your school library.
We want to send them to the place
which needs them most.

Best Books of 1915. — The New
York State Library has compiled a
list of books — which were published
during the year 1915 — and general-
ly considered best for libraries. This
is an interesting list with notes on
the books. You may have a copy if
you will write to the State Library
for it

Educational Pediodicals. — It is
probable that the very best of the
educational periodicals are those
which are indexed in the Readers'
Guide to Periodical Literature. These
are the titles selected by that index:
Education. Educational Review, Man-
ual Training and Vocational Educa-
tion, School and Society, School Re-
view, United States Bureau of Edu-
cation, Bulletin. Those which are
indexed in the Supplement which are
a little more highly specialized, but
considered among the best periodi-
cals published are as follows: Amer-
ican Physical Education. English
Journal, Geographical Review, Jour-
nal of Education, Kindergarten Prim-
ary Magazine, Nature Study Review,
Pedagogical Seminary. School Sci-
ence and Mathematics, Teachers Col-
lege Record. Teachers may borrow
sample copies of any of these from
the State Library if they wish to look
them over before making subscrip-
tion, or if they are interested in keep-
ing up with the best of the current
literature.

Some Things the State Library
Has for You. — You may have some
groups of twenty good books on the
Revolutionary period for your sixth
and seventh grades and may keep

Digitized by VjOOQIC

234

ORBGON TKACHlSRfl MONTSULT

them for three months. Tou ma]^
have an interesting collection on the
same period for the use of high
schools. Tou may have the standard
bill on "Health Insurance" upon pay-
ment of 10 cents. This will be need-
ed by members of the debate league.
Tou may have traveling libraries for
your schools. Do you have all the
books you need in your community
this year, and if not why do you not
register for service with the State
Library? The library does not loan
the state texts which teachers need
to prepare for the examination; it
does not loan sets of textbooks or
supplementary readers all of one
kind.

Supplementary Readers for Sev-
enth and Eighth Grades. — The fol-
lowing titles have been suggested as
Interesting and worth reading: Park-
man's "Rivals for America/' com-
piled from his works, Irving's "Fur
Traders," Muir's "Stickeen," Antin's
"The Promised Land," Shakespeare's
"Julius Ceasar" and "Midsummer
Night's Dream," Buxton's "Stories
of Persian Heroes."

A New High School List is in Pre-
paration.— The list now in use in
Oregon has been checked by the best
school librarians of the country who
have offered their suggestions. The
list being prepared by the Bureau of
Education has be/sn compared with
ours. We have checked carefully
the Publishers Weekly which gives a
weekly record of all books published
in the country, as well as the Ameri-
can Library Association Booklet,
which gives a monthly annotated list
of the best books published each
month, and we have asked the co-
operation of all Oregon school teach-
ers. Have you sent your sugges-
tions? Please let us know what
books you would like to have in your
high school library which are not in
the list. This is the time to help to
make the list adequate.

Modern Fiction for High Schools.
— A teacher has asked for a list of
contemporary Tiction suitable and
desirable for high school use. Please
send suggestions to the State Library
naming only those books which you
have read. We will try to publish
the list next month.

Christmas Plays. — ^The State Li-
brary has a large collection of Christ-

mas Plays which will be loaned to
teachers on application.

Binding. — If the books In your
school library need binding or re-
casing or mending write to the State
Library for information, prices and
a manual which will help you to col'
lect material and do the work.

Umpqwa* Beauttful Watenu

I stood where thy glad, rippling waters

Cast bright, shining waves at my
feet;
Where ever thy swift foaming rapids

Sine: lullabies, gladsome and sweet.
Beyond them the gold of the Maples,

Fringed by the Firs, tall and green.
Hiding the bare bluffs behind them

With their sweet-scented, emerald
screen.

Umpqua, thou beautiful waters.

Pride of our great, sunshine state;
Robed in thy rich, shining garments,

Like a bride who in beauty doth
wait;
Yet soon will thy water, so icy.

Flow from the Great Cascade Land,
And all who wait near thee may gather

A glimpse of thy wonders so grand.

Yet ever thy waters press onward.

Nearer to Winchester Bay
Who waits near the deep, briny ocean

Fretting at all thy delay.
Far out from his home shore he'll meet
you.

Coming: with arms open wide;
Then safe in his bosom he'll bear you.

Out on the swift moving tide.

— ^Mable M. -Rader, Tyee, Oregon.

Tbe State Teachers' Association

The State Teachers' Association
will hold its next meeting in Port-
land, December 27, 28, and 29. Are
you planning to attend? Look for
the program in the January Oregon
Teachers Monthly. Have you paid
your registration fee? You will find
the names of those who have paid on
another page of this number. Please
help swell the list by sending $1.50
for membership in the State Teach-
ers' Association and subscription to
Oregon Teachers Monthly.

Florence C. Fox.

"Perfectly splendid" is what tlie
teachers say of the primary work of
Miss Fox who has come all the way
from the department of education at
Washington, D. C, to atend insti-
tutes in Oregon Her kind, genial
manner and helpful attitude has won
the friendship and high regard of
everyone she has met. Her work in
the institutes will have a good influ-
ence on educational matters in the
state.

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County Saperintendents' Department

Bdltad by OLTDB T. BONHET, The DaUes, OngOB

The good people of Mosier have
had their first annual Improvement
Day of the grounds of the public
school; I say annual because there
is a feeling among us that it will be
an annual event hereafter. The will-
ingness to help has been apparent on
every hand, and we all feel that the
day has been a success both socially
and economically. The steep ap-
proach to the building from the road
has been terraced in steps, and will
now afford a safe and easy way to
reach the front entrance. The gen-
eral appearance of the grounds was
very much improved by the school
children who cut down the dead
weeds and raked them together in
piles and burned them. Several
loads of broken granite, the screen-
ings from the rock crusher here,
were hauled by one of our public-
spirited citizens, and spread over the
play areas so that the rainy season
will not now render such places use-
less. Another of our many good citi-
zens donated the raw material for a
line of traveling rings, and a giant
stride, which will be erected very
soon by our larger boys. Provision
has also been made for the little
ones on their side of the grounds for
the means of amusing themselves in
a safe and delightful fashion. The
ladles of the neighborhood deserve
the highest praise for the part they
acted in today's program. Several
days ago a committee canvassed the
community for donations to the bill
of fare at noon on Improvement
Day; everybody responded. There
was enough, after feeding about
seventy-five, to feed them again in
the evening; but as the work that
had been planned was finished early,
the surplus food was otherwise dis-
posed of. The girls in the newly-
established department of domestic
science in the high school assisted
in preparing and serving the meal
which consisted of soup, macaroni
and cheese, baked beans, scalloped
potatoes, salad, coffee and apple
pie. We feel that the day has been
a success. Everybody went home
happy and satisfied. The school

grounds look better, and the respect
with which we all regard our
school plant has been heightened by
the civic pride of our splendid com*
m unity acting together in the com-
mon cause. When we have moved
into a new, modern building here in
Mosier and had several annual events
like this one and made our building
and grounds conform to our ideal,
we hope still to look forward to Im-
provement Day. If our picks, shov-
els and axes are not then needed in
improving the surface of the earth,
there will be no lack of willing hands
and hearts in the work of social ser-
vice. Every school in Oregon could
have an Improvement Day. — B, A.
Berry.

Oooe Coimty.

Coos county now has six consoli-
dated schools — Bridge, Eastside, Riv-
erton, Coos River, Catching Inlet,
and Herman. Besides these, Engle-
wobd, at the last annual meeting,
consolidated with the Marshfield city
schools.

The Herman and Dement schools,
on the south fork of the Coquille
river, were the last two to consoli-
date, and are progressing nicely in
their remodeled building, under the
prlncipalship of E. R. Jones. They
have added a modern heating and
ventilating system and have convert-
ed the old system of windows on both
sides of the room into the unilateral
System. They will add upper grades
until the school has a full four-year
high school course.

The Catching Inlet school formed
from consolidations effected a year
ago last June are nearly ready to en-
ter their fine new building. This is
an imposing structure on an elevated
bench and affords a splendid view of
the surrounding country. There are
four large class rooms, two of which
may be thrown into a large assembly
ro9m by means of a rolling partition,
besides the library, office, etc There
is a full cement basement with play
rooms, furnace room, toilets, etc. The
building is steam heated and has all
modern conveniences. It is hoped

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236

ORBGON TBACHBRfl MONTHI<T

that the building will De ready
for occupancy by the first of
next month. Preparations are being
made for dedicatory exercises on
quite an elaborate scale, on which
occasion it is hoped to have speakers
from some of the educational centers.

A large number of the schools of
the county are striving hard for
standardization and several have
nearly attained the goal.

Pennants have just been sent out
to the Ocean View school, standard
A, and to Glenn Junction, stand-
ard B..

Three schools, Herman, McKinley
and Dora have put in modern heating
and ventilating systems within the
last few weeks.

Jefferson Coiuity.

The average per cent of attendance
for the county for the month ending
October 6 is 94.5. Districts 13, 16,
19, and 26 each report 100 per cent
attendance.

Miss Llota Horigan is working
wonders in the educational line with
her small pupils in the Cross Keys
district, No. 13. Miss Horigan is
bending her efforts toward standard-
izing.

In Pony Butte school, district 33,
Miss Opal Carnes and her enthusias-
tic little band were found doing ex-
cellent work. Miss Carnes is a very
efficient teacher and great progress
is expected in this school.

The Donnybrook school, district
19, was the second school visited.
Mrs. J. C. Grater is very enthusiastic
in the work here. She declares her
intention of serving warm lunches to
her pupils. While the enrollment at
present is small it is safe to predict
that the warm lunches will be the
cause of an increase.

The first school visited by the
county superintendent this school
year was the Ash wood school, dis-
trist 8. Mr. Roy Lowther is in charge
here and this means a successful
term. Mr. Lowther aims to bring
the school up to the standardization
mark before spring and with the co-
operation of the parents and school
board he will do this.

A very enjoyable evening was spent
at the Gateway school, district 17,
Friday, October 13. Mrs. Harriett

Woolsey and her pupils deserve great
praise for the manner in which the
excellent program was carried ont.
The dramatization of Hiawatha was
especially good. After the program
a number of boxes well filled with
delicious cookery were auctioned off
and the neat little sum of $26 was
realized. The money is to be used
in meeting the few requirements
which will bring the school up to the
standardization mark.

Morrow Comity.

The proposition to add a strong do-
mestic science department to the
Heppner high school will be submit-
ted to the voters of the district.
There is no doubt as to its approval
by the people.

A new school house has just been
completed in district No. 48. This
is a small district, but the school
house is a very creditable building.
A box social was held to raise money
for library books. The proceeds will
add a nice lot of books.

County Superintendent Notson has
been elected district attorney for
Morrow county. Mrs. Lena Snell
Shurte will succeed him as county
superintendent. Mrs. Shurte will be
the second lady to fill the office.
Several years ago. Miss Anna Bal-
slger held the office one term.

Polk County.

The library books have been re-
ceived and partly distributed.

The schools are in excellent condi-
tion, and they are starting out with
a successful year's work.

The first local institute will be
held December 2. Supt. Churchill, of
the state office, and Prof. Ressler, of
O. A. C, have promised to be pres-
ent.

Three zone meetings have been
held under the new plan of super-
vision. One was at Fern, Oregon,
and there were twelve teachers pres-
ent; the second was at Bethel, with
fourteen teachers present; and the
third was at Greenwood with fifteen
teachers present. All the teachers in
each zone were present with one or
two exceptions. In these zone meet-
ings, Mr. Moore took up Reading in
the second and eighth grades, and il-
lustrated the present method of

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OREGOlf TBACHB»9 MONTHLY

«7

teaching. This usually occupied the
morning session, and the afternoon
session was devoted to round table
discussions on subjects that pertain
to the school work. Much interest
has been aroused among the teachers
in regard to these zone meetings, and
they will accomplish good results.
Sapt. Reynolds has been present at
two of these meetings, lending help
with discussions.

^lermaa Gouirtj.

The new Wasco school building
will be ready for occupancy about
January 1. As the old building is
much too small for the school at

present, both teachers and pupils are
very anxious to see the completion
of the new building.

The Kent school will probably be
able to occupy the new building, be-
I ing erected, by January 1. The Kent
I people are justly proud of this school
I building, which when completed, will
I be one of the best arranged and fur-
nished school buildings in the state.

The Kent and Grass Valley high
schools have both ordered the neces-
sary apparatus and library books for
standardization. It is expected that
both these schools will become stand-
ard high schools before January 1.
I Both these schools are doing excel-
lent high school work, and there is
a real demand for a standard high
school in each place.

Sherman County Annual Teachers*
Institute was held in Wasco, Novem-
ber 20, 21, and 22. The following
were the instructors for the institute:
Supt. J. A. Churchill, Salem; Mrs. M.
L. Fulkerson, Salem; Mr. Earl Kil-
patrick, Sugene; Mr. H. C. Seymour,
Corvallis; J. Teuscher, Jr., Portland;
Chas. H. Jones, Salem; W. A. Terrai,
Wasco; and P. E. Dunton, Moro.

Four local industrial fairs werfl
beld in Sherman county during the
week, October 2-7, at the following
places: Wasco, More, Grass Valley,
and Kent. All these fairs were very
snccessful and they did much to make
the county fair, held the following
week, a success. Between $300 and
1400 in cash was distributed as prem-
iums at these fairs, to the school chil-
dren of the county.

Tiilamcok Coimty.

The first meeting for the year of
the Parent Teachers' Association was
held in the assembly room on No-
vember 13.

The Tillamook county annual in-
stitute was held in Tillamook City,
October 23, 24, and 25. Among the
instructors were Supt. J. A. Church-
ill, Miss Florence Fox of Washing-
ton, D. C, Mrs. Harriett Hickox Hei-
ler, M. S. Pittman, H. C. Seymour, F.
C. Ayer and R. W. Kirk.

During the institute a School-Mis-
tress' club was organized, with UUh
Clara Lorpabel of Beaver as presi-
dent. The first regular meeting of
the club was held in Tillamook, No-
vember 11. The School-Masters' club
held its first meeting of the year at
Bay City on November 18.

School district No. 21, of Sandlake,
has made a fine showing in club
work. Out of the twelve members
who enrolled, eleven of them com-
pleted all of the work required in the
club projects undertaken. Miss Clau-
dia Brown, teacher and adviser, cer-
tainly deserves a great deal of credit
for her work.

Tillamook is fortunate in securing
the services of R. W. Kirk. who. for
the past seven years has been super-
intendent at Corvallis. The following
teachers are employed in Tillamook:
High school — Mrs. Bertha Hanson,
Mr. George Sanders, Mr. Fred Har-
desty, Mr. Wm. King, Miss Mauryce
Currey, Miss Margaret Hanson, Miss
Hazel McKown, and Miss Julia Mil-
ler; grades — -Miss Clara Pruehs, Miss
Edith Snere, Miss Lillian Crapson,
Miss Beatrice Chaeney, Miss Stella
Goyne, Miss Retta Smith, Mrs. Fran-
ces Wiley, and Mrs. Clara Burge.

Washington County.

A number of schools in Washing-
ton county are preparing to serve
hot lunches this winter. Serving and
table etiquette wHl receive special
instruction.

The annual teachers* institute held
last month in Washington county
was one of the best ever held in the
county. There were more than 200
teachers in attendance. The lectures
were attended by school officers and
patrons.

Mr. C. N. Maris will be in this

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OREGON TBACHBRfl M01fTHI«Y

county for a period of two weeks
working on the industrial club move-
ment. It is hoped to do more and
better work along this line than has
previously been done.

Union County.

Hot Lake is putting the finishing
touches on a new modem school
house.

Hallowe'en exercises were given in
nearly all of the schools and it is a
joy to see the flag flying from school
houses this year all over the valley.

Rural schools are rapidly promot-
ing the standardization work. Since
Mr. L. E. Reese has taken charge of
the Pine Grove school he has about
succeeded in having the board place
his school on the list of the standard
schools.

North Powder schools have Just
moved into one of the most complete
and up-to-date school buildings in
the county. The citizens of North
Powder will find that increased and
improved facilities will bring an in-
terest on all they are doing for the
youth of their city. North Powder's
high school will now become stand-
ard.

The Eastern Division of the State
Teachers' Association held a splen-
did meeting in La Grande, November
1, 2, and 3. About four hundred
and twenty teachers were registered.
Speakers from state institutions were
Dr. De Busk, and Dr. Schafer of the
University of Oregon, Messrs. E. D.
Ressler and H. C. Seymour from O.
A. C, and Pres. Ackerman and M. S.
Pittman of the Monmouth Normal.
Other speakers were Dr. Carl Doney
of Willamette University. Prof. W.
R. Davis of Whitman College, Dr. Ed-
ward O. Sisson of Idaho, and Flor-
ence Fox of Washington, D. C, and
from Supt. Churchill's office were J.
A. Churchill, B. T. Carleton, N. C.
Maris. Mr. A. C. Strange of Baker,
Miss Murphy of the A. N. Palmer Co.,
and Mr. A. C. Hampton of La Grande
also assisted in the sectional work.
The music was entirely in the hands
of Miss Cecile Hindman, musical di-
rector of La Grande schools and the
music presented was very enjoyable.
Mr. Linden McCullough, the newly-
elected superintendent of La Grande
schools, made an excellent presiding
officer, showing rare tact and ability

in moving the "Big Institute." The
detail work of the association in the
hands of all the committees appoint-
ed, moved like clockwork and all
went away feeling the institute would
give a new impetus to the school
work. The citizens of the commun-
ity took an active part in the enter-
tainment of the teachers and also
largely attended the institute. One
pleasant feature was to see Postmas-
ter Bragg, who also presided at the
first meeting of the Eastern Division
of the State Teachers' Association,
the first to appear on the program
and introduce in a happy manner the
presiding officer, Supt. McCullough.
Among the business features of the
association was a unanimous vote to
dissolve the Eastern Division of the
State Teachers' Association and unite
with the Western Division of the As-
sociation. Supts. A. C. Strange, J.
C. Conley and Mrs. A. E. Ivanhoe
were chosen to represent the body in
the council.

YamhiU Comity.

Cove Orchard school now has a
modem building in every way. The
district was recently enlarged, and
the enrollment is much greater than
it was last year.

The Sheridan schools are continu-
ing the hot lunch idea. Every one is
well pleased with it so far. The par-
ent-teacher circle is assisting very
materially in carrying out the idea.

The Waddell school has been given
a new coat of paint, and certainly
presents a fine appearance. Miss
Icy Bryan is in charge of the school
and her work is in keeping with her
surroundings.

The Carlton school is trying out
the department plan in part of the
elementary grades. Principal E. M.
Haley is well satisfied with results.
The Carlton school has also some-
thing new in the way of fire escapes.

Bellevue has one of the finest
country school houses in the state.
It is much like the Ewing Young
school house in the Chehalem valley^
with a few changes that the Bellevne
people chose to make. The old build-
ing has been moved back and is used
for a playshed. J. W. Lorett, of Mc-
Minnville, has charge of this school.

The annual institute will be held
in the high school building in Mc-

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ORBGON TVIACHXBB MONTHIiT

2:X9

Minnyille, December 4, 6, and 6. A
good program is being arranged, and
the time will be pleasantly and profit-
ably spent. Tbe ladies of the CItIc
Improvement Club of McMinnyille
win have charge of the reception to
teachers on the evening of December
6. This insures a pleasant evening.
The Ewing Toung School, and sev-
eral other Chehalem Valley schools
gave a local fair not long ago. Ev-
ery one was well pleased with the
venture. The local fair idea is gain-
ing ground, and should be encour-
aged, as many exhibit there that can
not conveniently take part in the
county fair ,and those that do take
part in the county fair can quite eas-
ily exhibit at both. Each fair has
its own work to do, and one is really
a help to the other. iProf . Anderson
and Miss Hevland are still in charge

of the Ewing Toung school, and did
much to make the local fair a suc-
cess. The teachers of the adjoining
schools that took part deserve credit
for the intrest they took In. the work.

M,M^

FAIR WARNING.

Please remember that at the "^

i; beginning of 1917, all sub- \\

n scribers of the Oregon Teach- '

ers Monthly whose subscrip- \\

tions are one year or more in »

' arrears will be dropped from |;

^ the list. The exceedingly high !'

price of paper makes it im- '

possible to carry subscribers \[

ii who do not pay. The mailing •

label tells the date to wnicn \\

your subscription is paid. W

» ♦♦

The State Schook

Oregon Normal SchooL

The first member of the faculty to
take the chapel period for this month
was Mr. Butler, head of the History
d«.partment, who took for his sub-
ject "The Teachers* Economic Re-
sponsibility," and outlined in a gen-
eral way the immense responsibili-
ties which are falling to the teachers
of the present age while history and
economic conditions are changing so
rapidly.

The institute series throughout the
state has drawn upon the faculty as
follows: President Ackerman at
Grants Pass, Hillsboro, La Grande,
and Pendleton; Mr. Pittman, at Til-
lamook, Marshfield, Madras, Rainier,
La Grande, and Pendleton; Mr. Ev-
enden at Roseburg and Hood River;
and Mr. Gentle at Hillsboro.

The second member to represent
the faculty in chapel was Miss Ho-
ham, who explained the new Oregon
Course of Study in Music for rural
schools, and showed the student body
how this could be carried out.
Through the courtesy of Sherman
Clay Company, Miss Hoham has sev-
eral Victor machines with which to
demonstrate the method of teaching
musical appreciation. The talk was
very helpful and the series of which
this was the first is being looked for-
ward to with much pleasure.

Saturday, October 14, was the first
and main feature of the Lyceum
course for the semester. This con-
sisted of the presenting of Israel
Zangwill's "The Melting Pot" by a
company of eight actors, some of
whom were in the origlual caste when
this play was first produced in Amer-
ica. The presentation made this
wonderful story of American patriot-
ism very vivid and its lessons of
Americanism more forceful.

The crowning social event of the
semester was the reception of Presi-
dent and Mrs. Ackerman to the citi-
zens of Monmouth, the faculty a^jd
students of the Oregon Normal school
in the parlors of Normal hall, Satur-
day, October 21. President and Mrs.
Ackerman were assisted in the re-
ceiving line by Miss Marvin of Salem,
Mr. and Mrs. Butler, Mr. and Mis.
Gentle, Miss Todd, Miss Mcintosh,
Miss Arbuthnot, Miss Dinius and Miss
Riccker. Other members of the fac-
ultv presided at the serving table
and assisted about the rooms in en-
tertaining the guests. Special musi-
cal numbers which contributed great-
ly to the pleasure of tbe evening were
vocal solos by Miss Dagmar Inez Kel-
ly, and harp solos by Mrs. Carmel
Sullivan Powers, both of Portland.
The whole affair was delightful in
its cordial hospitality and afforded a
delightful opportunity for students.

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240

ORBGON TKAOHBRS MOHTHIiT

faculty and townspeople to gather In
a sor*ial way.

An extra mimljer of t'.ie Lyceum
course and one v.hich affordel pleas-
ure to the faculty and students wa3
the concert of Mr. Hartrldge Whlpp.
assisted hy Mrs. Leonora Fisher
Whlpp at the piano. Mr. Whipp's
lecture recital was delightfully given,
full of rare musical treats and in-
structive cnmnients on the songs and
the composers. Mr. Whipp thorough-
ly captivated his audience and in turn
expressed himself as highly pleased
with the Normal School and with the
work that is being done here.

The third member of the faculry to
appear during the month was Miss
Myra Butler, who told in a most in-
teresting way of the trip which she
and Miris West took during last sum-
mer to the Yellowstone National
Park, Glacier Park, through the Ca-
nadian country about Banff and the
return through Vancouver and west-
ern Washington. Miss Butler traced
the trip on a blackboard map and
brought in so many points of interest
that a number of converts to the
"Ford method" of spending the va-
cation was won throughout the audi-
ence.

Miss Todd, matron of the dormi-
tory, has started the plan of being at
home to the girls of the different
classes. This furnishes an occasion
for the students to meet socially and
also to become better acquainted with
Miss Todd, who in her capacity as
Dean of Women, has such a vital in-
terest in the social life of the school.

The great Ince production, "Civili-
zation." came to Monmouth October
27, and because of lack of room In
the moving picture show and through
the courtesy of President Ackerman,
the film was presented in the Normal
chapel. A matinee production was
given in the afternoon for the benefit
of the Training School children and
for any who could not get seats for
the evening performance. This pic-
ture wag very effective In 'Irivm^
home its lessons on tho horrore of
warfare and the blessings of peace.

Rev. W. A. Klklns, pastor of the
Christian church, at Monmouth, was
the outside speaker on October 27.
Rov. Elkins took for his topic "The
Overcoming of Difficulties," which
he illustrated by a crayon drawing
of the Matte rhorn. Rev. Elkins' talk
was full of practical and helpful sug-
gestions to the teachers in showing

that true progress comes througb the
meeting and overcoming of life's dif-
ficulties.

Saturday, October 28, was the oc-
casion for tho Junior and Senior class
parties commemorative of the Hal>
lowe'en season. The Seniors held
their party in the gymnasium and the
Juniors in the basement of the train-
ing school. Both buildings were ap-
propriately decorated In autumnal
browns and the evening was replete
with entertaining reminders of the
days of witchcraft. Dainty refresh-
ments, also in keeping with the occa-
sion, were served.

The first Senior to represent the
class in chaped for the year was Miss
Frances Gardiner, of Baker, Ore-
gon. Miss Gardiner took for her
topic "The Influence of a Strong Per-
sonality," and showed the many ways
in which a teacher's personality goes
over into the school work, with its
opportunities as well as its responsl-
biliUes.

C. L. Starr, attoney at law. of Port-
land, and member of the board of
regents of the Oregon Normal School,
was the special speaker at chapel on
November 3. Mr. Starr in his concise
and logical way showed the student
body the reasons for and the possible
results of the pending 6 per cent lim-
itation amendment. Mr. Starr's thor-
ough knowledge of the taxation prob-
lem of Oregon, from his years of ser-
vice as secretary of the State Tax
Commission, made his especially fit-
ted to talk on the subject. Their in-
terest in his remarks was evident by
the way he was received and the
close attention given him by the stu-
dents.

The Normal School orchestra made
its initial appearance at the joint
musical program of the three liter-
ary societies on the night of October
20. The membership for the year is
unusually large with the addition of
several skillful musicians among the
students which presages an excep-
tional year for the orchestra under
the direction of Miss Hoham. This
organization plays a very important
part in the school activities.

The first joint session of the lit-
erary societies was held Friday. No-
vember 3. The program was of un-
usual merit and showed the consci-
entious work of the committees of
the three societies. The Normal So-
ciety contributed for its part a de-
bate on the question of the Value of

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ORBGOlf TBACHBRS BIONTHIiY

241

Labor Unions. The Delpbians pre-
sented Longfellow's "Pandora" and
the Yespertines the "Frolic of the
Witches." These principal numbers
were interspersed with readings and
musical numbers by members of the
different societies.

Mr. Pittman has spent a week vis-
iting: the rural school departments of
the normal schools at Lewlston, Ida.,
and Cheeney, Wash., before return-
ing to Monmouth to take up his reg-
ular classes in the rural school de-
partment.

Oregon A^cultnral OoUefre.

A special department of the mili-
tary organization at the college has
been organized to teach students how
to command, organize, and control a
company of recruits in case of war.
In this new course the individual ca-
dets are given instructions in raising
regiments, enlisting recruits, equlp-
ing them, and organizing and train-
ing a company of 150 men. The work
includes such procedure as enroll-
ment, examinations, physical, men-
tal and moral, and providing suitable
equipment. This equipment In-
cludes clothes, tents, signal appar-
atus, engineering apparatus and must
be requisioned through proper chan-
nels from the different departments
with the least possible delay. The
amount of food, suitable rations and
other necessary supplies are also sub-
ject to study.

The Third Annual Hort show given
by the faculty and students of the
Horticultural division was held at the
college November 3 and 4. It was
said by good judges that it has been
the most artistic expedition of horti-
cultural products ever assembled in
the Northwest. The show was both
educational and historical. In a his-
torical way it was staged in a replica
of the early English "Tudor" garden.
The garden was re-constructed with
all the features that distinguished
the charming gardens of early Eng-
land. The court was inclosed in
walls of living hedge with vistas for
viewing the exhibits and for the en-
trance to walks. All decorations and
other elements of the garden were
composed of Oregon native orna-
mentals. The exhibit was staged in
three divisions, floriculture in the
center, with pomology on one side,
and vegetable gardening on the oth-
er side. The special feature of floral
section was the chrysanthemum dis-

play. This queen of fall flowers was
grown in the college green house and
was displayed in great profusions and
variety of color, size, and general
type. One of the most prominent
features of the pomology display was
the floor map of the United States
laid out in moss. On each state was
given a characteristic display of its
horticultural products. Another fea-
ture of this section excited a great
deal of interest was the competitive
display of fruits grown by O. A. G.
graduates, another competitive ex-
hibits was fruits grown by students
at the present time. Perhaps the
most artistic feature was 60 baskets
decorated by members of the Home
Economics section. There were also
comprehensive displays of sub-trop-
ical fruits and of Oregon by-products.
On one of the tables was a house-
wife's exhibit showing the varieties
of apples best adapted to each month
of the year. The possibilities of dec-
oration with Oregon native plants al-
so were demonstrated. In the vegeta-
ble gardening section one of the most
notable features was. for the model
green house in which was seen grow-
ing under glass some of the leading
varieties of vegetables that lend
themselves to this form of produc-
tion. A cauliflower display, and
market packs of celery and other
vegetables are owned by Prof. Bou-
quet and his assistants, showed
points of preparing vegetables for
market. There were many splendid
groups of Oregon vegetables, fruit
crops, and such products produce as
tomatoes, peppers, etc. The exhibits
were raised larg:ely at the expense of
the faculty and students and was free
to all residents of Oregon.

A tryout of the freshman was held
to select representatives in inter-class
debate. W. L. Cusick, Walter Stone,
and Glenn Beagle were successful. A
large number turned out for the pre-
liminary contest and those who did
not succeed in making the team will
be given an opportunity to make an-
other tryout for inter-freshman de-
bate. It has also been pointed out
that freshman are eligible to the ex-
tension team and also to a position
on the team that debates with the
University of Oregon.

President W. J. Kerr went to
Washington, D. C, on November 8 to
attend the meetings of the Associa-
tions of American Agricultural Col-
leges and Experiment Stations. It
was also President Kerr's purpose to

Digitized by VjOOQIC

242

ORBOON TBAOHIDRS MOHTBd^T

meet with the officials of the Depart-
ment of Agriculture to adjust mat-
ters relating to co-operative work in
Oregon. He gave an address before
the meeting of the general Agricul-
tural Societies of Maryland, which
were in convention in Baltimore. He
is expected to return to Oregon about
the 20 th of this month.

R. D. Hetzel, extension director,
and Paul V. Maris, state leader of
county ag;ricultural agents, went to
Washington, D. C, early in Novem-
ber to attend the National Associa-
tions of County Agricultural Lead-
ers. Prof. Hetzel will deliver one of
the principal addresses and in con-
junction with Mr. Maris will prepare
a report of discussions, and policies
of the association for the County Ag-
ricultural Agents section of Farmers'
Week, January 28 to February 2.
Prof. Hetzel will also consult with
the offices of the States Relation
Service on co-operative work in Ore-
gon.

The campus chapter of Kappa Psi
Fraternity sent A. R. Woodcock, of
Corvaibs, Ore., as delegate to the na-
tional convention which met at At-
lanta, Ga., November 13 to 15. In
connection with the convention of the
fraternity the southern Medical As-
sociation met at Atlanta. All Kappa
Psi delegates have received invita-
tions to attend the various meetings
and reecptions tendered the physi-
cians. Other delegates from the Pa-
cific coast include one from the
North Pacific Dental School at Port-
land and one from the University of
California. These members co-oper-
ated in a movement to present the
claims of the Pacific Coast schools of
pharmacy to the recognition which
their standing seems to deserve.

Ex-Senator Charles W. Fulton de-
livered a political address at the
men's gymnasium on the evening of
Thursday, November 2. Senator
George E. Chamberlain also present-
ed a political address on the Wednes-
day preceding. More than a thous-
and students turned out to hear these
addresses.

Heading Circle Books.

The reading circle list for 1916-
1917 has just been issued by J. A.
Churchill, superintendent of public
instruction. Under the laws of Ore-
gon each teacher is required to read
one professional work each year

chosen from a list prepared by the
state superintendent.

The University of Oregon and tlie
Oregon Agricultural college, throngb
their extension departments, offer
to the teachers free courses in the
adopted reading circle books. A
certificate to the effect that the ap-
t>licant has read one of the required
works from either of these institu-
tions is accepted by the county su-
perintendent when he registers the
teacher's certificate.

In order to simulate professional
reading. Superintendent Churchill
offers a special certificate of merit
to each teacher who reads two of
these books under the direction of
one of the schools mentioned and
meets certain other conditions. Dur-
ing the past year 487 teachers met
the requirements for these profes-
sional certificates.

During the past year 5600 cer-
tificates for reading circle work
were issued by the extension de-
partments of the two colleges. Fol-
lowing are the books adopted for the
year 1916-1917:

Bagley, "School of Discipline";
Cubberley, "Public School Adminis-
tration"; Dewey, "School of To-
morrow"; Earhart, "Types of Teach-
ing"; Foster, "The Social Emerg-
ency"; Gesel, "The Normal Child and
Primary Education"; Hart, "Educa-
tional Resources of Village and Ru-
ral Communities"; Johnston, "The
Modem High School"; Judd, "Psy-
chology of High School Subjects";
Kendall and Mirick, "How to Teach
the Fundamental Subjects"; Moore,
"What is Education"; Morgan, "The
Backward Child"; Parker, "Methods
of Teaching in High Schools"; Pick-
ard, "Rural Education"; Spencer.
"Education," (Everjrman's library);
Swift, "Learning and Doing"; Ter-
man, "The Hygiene of the School
Child"; Carney, "Country Life and
the Country School"; Kahn and
Klein, "Principls and Methods in
Commercial Education."

When a person Is so far engaged
In a dispute as to wish to get the
victory he ought ever to desist. The
idea of conquest will so dazzle him
that it is hardly possible he should
discern the truth. — Shenstone.

Give the children the best and you
will not have to worry about evil
tendencies. — Florence Holbrook.

Digitized by LjOOQ IC

Membership in the State Teachers' Association

The Oregon Teachers Monthly, on
July 1. 1916, became the official Journal
of the State Teachers' Association (both
diTisions) and the price was raised to
91.50 per year, 50 cents of which ffoes
to the Association. At the end of 4^
months (November 17) the following
teachers had paid |1.50 for their sub-
scription to the Oregron Teachers
Monthly, thereby entitling them to
membership in the State Teachers' As-
sociation:

1 Nellie V. Kingr, Winant

Fred Schepman. Waldport

John Blougrh, Toledo

2
3
4
5
6
7
8
10
11
12
18
14
15
16
17
18
19
20
21
22
28
24
25
26
27
28
29
30
31
32
38
34
36
36
37
88
89
40
41
42
48
44
45
46
47
48
49

61
53
58
64
65
66
67
68
69
60
61
62
63
64
65
66
67
68
69
70
71

Maggie Lk Hampton, Toledo
M. Lfillian Ernest, Denzer
Eivrl Brown, Philomath
Chas. Hart. Roselodee
S. S. Gossman, Chitwood
J B. Davis. Chitwood
R. B. Wood. Orton
John Miller, BddyvillA
Verne Ross, Toledo
T. E. Wilson, Turner
Paul Wyman, Bay City
Chas. Holway, Halsey
Liaura A. Smith, Cottaere Grove
H. W. Herron. Portland
Mary B. ScoUard, Woodburn
Li. W. Turnbull, Coquille
Hazel Henkle, Monkland
A. C Strangre, Baker
Anna Dunsmore. Orenco
Mareraret Williams, Portland
Adella CHiapler, Salem
Margaret Bogreress, Veneta
W. M. Sutton, Burns
W. G. Beattie, Eusrene
Mary B. Slade, Albany
Mrs. Lb K. Pagre. Springfield
Mrs. A. Alexander. Portland
Barbara Hoch, Pendleton
Blanche Padley, Bandon
Kate Ronde, Clatskanie
Edith Harper, Freewater
Edith Smith, Banks
Alice Rasmussen, Troutdale
Delia Zimmerman, Troutdale
Adda Wright^Warrenton

th

Anna Bachmann, Clackamas
Adeline Buyserle. Hubbard
Isa Isaacson, Junction City
Anna Weisenborn, Deer Island
Mjrrel A. Bond, Irving
Rada Antrim, Amity
Marvin F. Wood, Corvallis

72 Carl E. Morrison, Perrydale

78 Waithia Watson, Roseburg

74 H. C. Ostien, Monmoiith

76 Eula Campbell, Freewater

76 M. 8. Pittman, Monmouth

77 Hazel Goger, Boring

78 Clara Spiekerman, The Dalles

79 Mamie Harper, Wren

80 R. S. Bixby, Nolin

81 Mattie Foster, Klamath Falls

82 Nell G. Ldoyd, Klondike

83 Margaret Rice, Shaniko

84 Martha Chase, Portland

85 Myrtle Clayville, Portland

86 C. D. Watkins, f)illey

87 Clara Larson, Toledo

88 Emma Murray, Klamath Falls

89 Marion Ford, Klamath Falls

90 May Wheaton, Coquille

91 Fannie G. Porter, Oregon City

92 Mable F. Johnson, Butte Falls

93 Helene Ogsburg. Eugene

94 Velma Beardslee, Arlington

95 Gladys Anderson, Clear Lake, la.

96 Alice Lytle, Bonanza

97 Vara Stewart, Portland

98 Charles Knocke, Mt. Carmel, N. D.

99 Lydia Unden. Winchester

100 Jewell Delk, Drain

101 Matilda Jacobs, Portland

108 Mrs. Gladys Smith, Springfield

103 Helen Anderson, Meda

104 Alma Nichols, Culver

105 Gladys Hatcher, Buell

106 Sylvia Severance, Lexington

107 Dagmar Jeppesen, Boyd

108 Ora England, Walker

109 Florence E. Howatt, Portland

110 Rachel May, Timber

111 Ellen M. Yocum, Amity

112 Alice Jenkins, Eugene

113 Harry Whitten, Kingsley

114 Violet M. Stolle, Irving

115 Violet McCarl, Portland

116 Maude Largent, Hullt

117 Elnor Sherk, Sutherlin

118 Ruth Peterson, Yoncalla

119 Grace Atkinson, Walton

120 Mrs. Mary Hulln, Carpentaria. CaL

121 Mary E. Moore, Irving

122 Vera Merchant, Lebanon

123 Emma Kennedy, Coquille

124 Maybelle Wagner, McMinnville
126 Marguerite Freydig, Sutherlin

126 Ruth A. Brown, Eagle Creek

127 Ranie P. Burkhead. Shaniko

128 Mabel McFadden, Halfway

129 Ansrie Halley, Medford

130 Goldie Groth, Freewater

131 Justina Kildee. Sutherlin

132 May B. Lund. Coquille
183 Mildred Jones, Amity

134 Grace V. Perce, Medford

135 Myrtle Ess. Klamath Falls

136 Sadie Heiberger, Wedderburc

137 Marie A. Smith, Buena Vista

138 Carolyn Woods. Cottage Grove

139 Ruth Finlay, Sllverton

140 Luella Daniel. Milton

141 Wilbert O. Wilson, Koplah, Wash.

142 Nettye Moore, Flat River, Mo.

143 Ida Anderson, Early

144 Clara Luther, Halsey

145 Caroline Luther, Redmond

146 Clara Schneider. Gaston

147 Maud Keysaw, Walterville

148 Gladys Burr, Oregon City

149 Emily L. Marshall, Willamette
160 Lapensa Amrine, Oregon City

151 Arabella Davis. Portland

152 Pansy Oswald. Gladstone

153 Pearle Ruegg, GFesham^i^

Digitized by VjOOv IC

244

OREGON TBACHBRS MONTHLY

164 Lioney Yoder. Hubbard

166 Mrs. H. L.. Hull, Oregron City

166 Ruth F. Hudson. Mulino

167 Elizabeth Roach, Cherryville

168 Brenton Vedder. Gladstone

169 Ruth M. Linffle, Borinff

160 John R. Bowland. Ore^ron City

161 A. C* Thompson, Mllwaukie

162 Raymond Boyer, Rickreall

163 L. H. Mallicoat, Borinff

164 T. J. Gary. Portland
166 Ellen PeHaven, Salem

166 Jessie Hartley. Portland

167 Amy McDanleL Weston

168 Rena Roper. Vancouver. Wash.

169 Stella Swift, Junction City

170 Louise Nlmmo. Albany

171 Minnie Kulmke. Salem

172 Wm. Westenskow. Imbler

173 D. A. Hoaff. Sodaville

174 Laura Moore. Molalla
176 C. Edna Kennedy. Barton

176 Helen M. Hall. Molalla

177 Olgra Hanson. Clackamas

178 Margraret Summer. Tigrard

179 Mrs. Nannie Thomas. Molalla

180 Mary A. Bickner, Oswegro

181 Cora Hasselbrink. Sherwood

182 Chas. H. Jones. Salem

183 Lunah W. Wallacet Huntingrton

184 Mabel Wallace, Willamina
186 Anna Nelson, Palmer

186 Adeline Brown. Kingsley

187 Miriam Underwood. Oakland

188 Ozella Anderson. Parkplace

189 Mary E. Sherer, Corvallis

190 Winnifred Roe, Monument

191 Matilda F. Grossen, Hillsboro

192 Vernus Young-, Echo

193 Edison Fowler, Riverside

194 Mrs. E. D. SpragTue, Lake
196 Lucile J. Lisher. Portland

196 Margaret McDonald. Portland

197 Georgria Smith, Mayville

198 Aver Black, Tygrh Valley

199 Viola Ortschild, Portland

200 Margaret Ferguson, Siltscoos

201 Lena Gribble, Aurora

202 Agnes Weatheraon. Minerva

203 Benedictine Sisters, Oregon City

204 Myrtle Birtchet, Mt. Angel

205 Viola Nagel, Gaston

206 Gladys Jory, Salem

207 Anna C. Taylor. North Powder

208 C. H. Wilson. Condon

209 May Payne. Mitchell

210 Gladys Denney, Oakland

211 Laura Brenner. Oregon City

212 Pearl Wilson. Milton

213 J. B. Lent Fairview

214 Mrs. A. E. Watson. Portland

215 Mary Ulen. Portland

216 J. B. Horner, Corvallis

217 Nina Taylor, Portland

218 M. E. V. Hess. Portland

219 Hattiebelle Oerilbee. Portland

220 Helen Dahl. Gresham
211 C. G. Springer. Madras

222 Eva Schneider, Boring

223 Ruth Schmuckli. Portland

224 Marfan Robertson. Gresham

225 Nellie Renshaw, Mayville

226 Maude B. Mickel. Gresham

227 P. C. Fulton, Holbrook

228 L. B. Gibson. Hood River

229 Mrs. Ora D. Fleming. Lents

230 Ada Werner, Portland

231 E. Williams. Portland

232 Nellie Washburn. Portland

233 Mrs. Marsraret B. West. Portland

234 Minerva Powell. Troutdale

235 Marguerite Miller. Portland

236 Mabel F. Burghduff, Portland
287 Louise Sterling, Corbett

238 Vina Swan, Camas, Wash.

239 Mrs. Jennie Carr, Portland

240 Cornelia J. Spencer. Portland

241 Eva S. Rice, Portland

242 Frances S. Estes. Portland
248 Emma Rueter, Portland

244 Mrs. Minnie Parsons, Portland

245 Nell O. Be vans, Portland

246 Mary E. Hill, Portland

247 Estelle Marias. Portland

248 Lutie E. Cake, Portland

249 Margraret L. Pomeroy, Portland

260 Evlyn Cornutt. Portland
251 C. May Moriarty, Portland

261 Phila NicoU, Portland
254. Kate E. Wiest, Astoria
254 Jeanette Pound. Salem

265 Mina Madness, Myrtle Point

256 W. F. Cornwell, McEwen

267 Leila Lasley, Toledo

258 Clara Straugrhan. Pendleton

269 Mary Stein, Union

260 W. M. Smith, Salem

261 A. R. Nichols, Corvallis

262 Frank W. Weber, Bend

263 Margaret V. Thomas, Gardiner

264 Jessie Wagener. Alaea

265 Edna Burke, Boring

266 Luann Hlatt, Tillamook

267 Mrs. S. E. Barnes, Portland

268 Ivan D. Wood, Union

269 Mabel Saunders, Richland

270 Reta E. Waller, Oakland

271 Marie Wainright, Mayville

272 Ruth H. Ball, Klamath Agrency

273 Mrs. Edith Coleman, Lafayette

274 Jessie Armstrong:. Astoria

275 Mrs. W. G. Thompson, Nyssa

276 Hugh J. Boyd, Portland

277 Emma Clanton, Portland

278 Merle A. Nimmo, Springfield

279 Blanche Darby, Wfldervllle

280 Margaret L. Davies, Mt. Vernon

281 Mabel St Pierre. Salem

282 Ruth E. Hyland. Oakridgre

283 G. W. Nash. Bellingham. Wash.

284 Dorothy Waugh. Portland

285 Freda Bohn, Woodburn

286 Delia Rynning. Estacada

287 Ava Owen, Beaver

288 Myrtice Fowler, Nortons

289 Beatrice Buckner, Oak Grove

290 Alice L Bennett, Mosier

291 Bessie G. Immel, Marshfield

292 Adella Mortensen, Early

293 W. M. Kent, Gold Beach

294 G. P. Harrington, Gold Beach

295 Mrs. Alida Laduron, Brookings

296 W. H. Grant, Cecil

297 Fay Duff, Pendleton

298 Beulah Thorp, Aurora

299 Florence Buell, Oakland

800 Louisa E. Counsell. LaGrande

801 F. A. Bloomfield, Derby

802 E. H. Anderson, Newbergr

303 Ethel Ross, New berg

304 A. R. Tollefson, Corbett

305 Minnie Mascher, Silverton

306 Benedictine Sisters, Woodburn

307 Roy Bower, Lorane

308 Elizabeth Martin. Boyd

309 Minnie Fortna, Athena

310 Neita Lewis, Newberg
811 Lena Wolcott, Peak

312 Winifred King, Corvallis

313 E. Pearl Smith, Corvallis

314 E. H. Castle Philomath

315 G. E. Ross Lebanon

316 Ferd W. Jones, Corvallis

317 Mrs. Earl Miller, Albany

318 Rose Kaldor. Monroe

319 Rhoda Newkirk, Monroe

320 J. V. Kane, Lyons

321 J. E. Dunton, Lebanon

322 Elsie Moore, Corvallis

323 Anna Denman, Lebanon

324 W. L. Jackson, Albany

325 Mrs. Daisy Allen, Shedd

326 J. M. Poe, Beplln .

Digitized by VjOOQ IC

ORSGON TKAGHBR9 MONTHLY

246

327 Victoria Soderstrora, Harrisburgr 414

328 Nora C. Coleman, Sweet Home 416

329 Clara Van Matre. Alpine 416

330 Bstella Dooney. Foster 417

331 Alice Boyle. Brownsville 418

332 Mary Connet. Foster 419

333 Enera Benson, Crawfordsville 420

334 Smith B. Holt. Thomas 421

335 Ruth Simpson, Suver 422

336 V. B. Hisrbee, Albany 423

337 Jennie Reed, Harrlsburgr 424

338 Mrs. Hattie Allen, Hoskins 425

339 Sisters of Mercy, Rosebur^ 426

340 Jacob Stocker, Foster 427

341 Acie D. McClain, Lebanon 428

342 Ruth A. Wight, Lebanon 429
34S Mary A. Binns, Monroe 430

344 Urich a Burt, Corvallis 431

345 H. B. Brookhardt, Albany 432

346 Arline Hoerr, Lebanon 433

347 Helen Myers, Albany 434

348 Bessie Truelove, Corvallis 436

349 Joy Extel. Corvallis 436

350 M. J. Looney, Tangrent 437
S51 Frank BrumbauRh, Lebanon 438
852 6. M. Sprasrue, Mill City 439

353 Gussie Stadden, Summit 440

354 O. J. Schroyer. Summit 441

355 Helen Metcalf, Scio 442

356 Belle Wilson, Harrisbursr 443

357 Alwilda Wilson, Albany • 444

358 C. F. BifiTbee, Crabtree 446

359 B. A. Johnston, Corvallis 446

360 Helen Rose Plov, Junction City 447

361 M. E. Arnold, Albany 448

362 Joanna Hislop, Corvallis 449

363 Fred Lockley. Portland 450

364 Esther GilberUon, Harrisburer 451

365 Minnie McCourt. Albany 452

366 J. N. Bilyeu. Crabtree 453

367 D. U. Cochrane. Kingrs Valley 454

368 Marie F. Schrepel. Philomath 456

369 Mabel Hann, Harrisburgr 466

370 Ruth Hacking, Blodgett 467

371 F. M. Maxwell. Halsey 468

372 Venia Powers. Payette. Idaho 459

373 Blanche Scharmann, Portland 460

374 Mrs.Bertha McKinley.Rogrue River 461

375 -Mary Hostetler, Silver ton 462

376 Mrs. Mary Wight. Beswick, Cal. 463

377 Signa Johnson, Colton 464

378 Dale Loftin. Waterloo 465

379 W. J. Patterson, Wamic 466

380 Louise Rintoul, The Dalles 467

381 lea L. Derthick, Wapinitia 468

382 Phyllis Fischer, Maupin 469

383 Frankie Allen, The Dalles 470

384 Agnes Campbell. The Dalles 471

385 Enid Bell, Big Eddy 472

386 Ethyl Gibson. Boyd 473

387 Helena Fleck. The Dalles 474

388 Mary U. Mlchell. The Dalles 476
^89 Marcia Selleck, Dufur 476
890 Bessie Bonney. Tygh Valley 477

391 Mary Adair. The Dalles 478

392 Katherlne Arbuthnot, Monmouth 479

393 Christine Ketels. The Dalles 480

394 Frances E. Bennett. Dufur 481

395 Elizabeth Leben, Dufur 482
896 Mary V. Miller. Maupin 483
397 Rose C. Hasslng, Dufur 484
898 Ella M. Syron, Maupin 486

399 Margaret Walker, Mosier 486

400 J. P. Ross. Mosier 487

401 Mrs. G. R. Crofoot, Maupin 488

402 J. S. Wright. Dufur 489

403 Arthur Bonney, Criterion 490

404 Ruth VanZandt, Mosier 491

405 Mary Dennis, Boyd 492

406 Lucy S. Ruggles. Dufur 493

407 Dorothy Passmore. Mosier 494

408 Clara Lorenzen, The Dalles 494

409 Hazel Seeley. The Dalles 496

410 Ralph Southwick, Wallowa 497

411 Virgil Melvin. Ada 498

412 GeneYieve Haven. Kent 499
418 Hilma Anderson. Portland 500

H. M. Sherwood. Portland

Phyllis Purdln. Pendleton

Loretta Harding. Florence

Floyd L. Senter. Acme

Beatrice Runcall. Portland

Ruby Fenwick, Jordan Valley

Laura S. Barry, Plush

Lulu Maxwell. Banks

F. Irma Coon. Lauree

Bess Palmer, Springfield

Ethel Mudge. Heceta

Maude Wakefield, lone

H. O. Nedry. Hardman

Sylvia McCarty, Sinnott

Catherine J. Doherty. lone

H. H. Hoffman, Heppner

Sophia Burke, Heppner

Mrs. Blanche Watkins, Heppner

L. A. Doak. lone

S. E. Notson. Heppner

S. H. Doak. Lexington

E. S. Payne. Heppner

W. Ia Suddarth. Irrigon

Orlena Suddarth, Irrigon

Edna Carmichael. Lexington

Lera Glthens. Morgan

Mrs. Lucy T. Wedding. Heppner

Myrtle Miller. Lena

Josephine McDevitt, Lena

Olive Moss. Portland

Metta C. Brown. Portland

Ruby Briggs. Foster

Grace Schuebel. Can by

Alicia Pearl Horner. Portland

Lena E. May. Sherwood

Golda M. Johnson. Crawfordsville

Bessie M. Hanseth. Monmouth

R. L. Green. Fossil

Fred Hawes. Winlock

Ida Olson. Fossil

Lillian Duff. Fossil

C. R. Deems, Burnt Ranch

Eva Boyle Linville. Spray

Leah Blann. Twickenham

B. L. Murphy. Spray

Mrs. Elizabeth Bowerman. Fossil
Flora Gilliland. Fossil
Susan E. Prindle, Antone
Rayma Lee Van Horn. Fossil

C. R. Curfman. Kent
Kent School. Kent
Ethel L. Hooper. Hoskins
Edna Hamlin, Brownsville
Oliver Matthews, Boyd

E. B. Moore, John Day
C. H. Poole, Canyon City
Bruce Haves, Prairie City
R. E. Bible. Hamilton
Margaret Mitchell, Caverhill
Clara B. Carroll, Dayville
Mabel Thomas. Prairie City
Rachel Bal lance, Long Creek
Mrs. W. W. Slaughter, Ritter
Mrs. C. W. Curtis, Beech Creek
Cor win A. Harvey, Fox
C. H. Justice, Cotton Wood
Mrs. Laura Collins, Hamilton
Wesley Harryman. Long Creek
Robert Harryman. Monument
Mrs. L. A. Slaughter, Monument
E. W. Kimberling. Prairie City
V. E. Danels. Prairie City
Millie Ricco. Austin
W. M. Bennett, Dayville
Anatta Burch, Enterprise
Wilhemina Hemrich, Albany
Am el Moore, Madras
Osle H. Jewell, Madras
Ethel Klann, Madras
Elva J. Smith. Madras
Lelota Horrigan, Gateway
Christine Ferm. Lexington
Hazel Thorson, Bend
Irene Weekly, Marshfield
Emma M. Scnreiber. McMinnville
Bertha King, Corvallis
Vera Tipton, Reedsport .

Digitized by VjOOQ IC

246

ORBGON TBAOH1DB8 MOlTTHIiT

601
602
502
604
606
606
507
508
509
610
611
612
613
614
516
616
617
518
619
620
621
622
623
524
525
626
627
528
529
630
631
532
533
534
535
536
537
538
539
540
541
542
543
644
546
546
547
548
549
650
551

B. T. Reed, Corvallis
Irene Dougrlas. Willows
SylYia Hardman, Condon
Beatrice Snell, Arlington

] " '

Gr. Leeper, Condon
Liun Searcy, Condon
e Ebbert, Gwendolen
18 Fate, McDonald
M. Blais. Condon
Smith, Condon
I Keizur, Condon
r J. Turner, Clem
» W. Burnham, Arlington
) C. Lafferty, Condon
L. Williams, Condon
£thel Mulkey, Arlington
P. J. Mulkey. Arlington
Lydia B. Highlands. Mikkalo
Mrs. W. H. Reynolds, Condou
Maude Grider, Condon
Lee Byers, Lonerock
Mrs. Minnie F. Wilson, Cecil
Mildred Force, Arlington
Alveda Peterson, Arlington
Alma Randelin, Condon
Jessie Hardie, Condon
Marjory Hardie, Trailfork
J. C. Sturgill, Condon
Alice McLean, Mercer
Vida McLiean, Eugene
Ida Foott, Portland
Mary E. Thompson, Marsh field
K. W. Onthank, Eugene.
Margaret A. Gray, Thurston
Anne G. Jackson. Knappa
Mary Harrison, Madras
Albert H. Gillett, Dayton
Madge Thomas, Buena Vista
Etta Halley. Willamette
H. E. Inglow, Forest Grove
Grace Pryor. White Pine
Clyde Lb Knapp. Salem
H. C. Todd, Salem
Emma C. Brack, Woodburn
Ellen Greibenow, Salem
Emma Walker. Salem
Mattie Neeley, Turner
Harry Bailie, Silverton
Henri ette Berning, Mt. Angel
Helen Kefer. Mt Angel
Josie Thompson, Grants Pass

552 ' Harriet Minthorn, Rogue River

553 LfOis Sims, Hubbard

564 Mabel Van Fleet, Mehama
555 Hilda M. Nerlson, Silverton
666 Flora Grice, Salem
657 F. A. Myers, Aumsville
568 H. M. James, Silverton
669 Mrs. H. H. Paget. Macleay

560 J. H. Collins, Woodburn

561 Anna Llndgren, Salem

562 Osle Grice, Aumsville

563 W. C. Gauntt. Stayton

564 J. G. Noe. Hubbard

565 Alta B. Brown, Lyons

566 Minnie L. Joeckel. Silverton

567 Margaret West, Oregon City

668 Ellen Currin, Salem

669 Kate WiUoughby. Arago

670 Daisy Carter, Salem

571 Margaret J. Cosper, Salem

572 Mrs. E. H. Belknap. Turner

573 F. P. Sherman, Woodburn

574 Hilda J. Olson. Silverton

575 A. N. Arnold, Salem

576 E. S. Stultz, Scotts Mills

577 Bertha C. Byrd, Salem

578 B. K. Cook. Salem

579 Julia Iverson. Salem

580 Alice E. Estes. Scotts Mills

581 Mrs. L. R. Stinson. Stayton

582 Elwina E. Schramm, Salem

583 Mrs. Marie Ehmer, Salem
684 Greta Phillips. Salem

585 Leota C. Humphrey. Turner

686 Emma F. More, Salem

687 R. L. Toung, Mt. Angel

588 Abbie S. Davis, Salem

589 Mabel Temple, Salem

590 W. J. Mishler, Woodburn
691 Grace Johnson, Niagara
592 Ina C. Hubbs, Silverton

693 Neita Royer, Salem

694 Mrs. LaMoine Clark, Salem

695 Agnes Briggs, Jamieson

696 Frances Chivington, Portland

597 W. A. Pettys. Portland

598 E. S. Evenden, Monmouth
699 H. D. Sheldon, Eugene

600 Mrs. Marie StoUer. Metolius

601 Emma Agee. Wilsonville

602 Martina H. Thiele, Hood River

603 T. J. Skirvin, Wamic

604 Amilla Dart, Scio
606 Cora Gay, Rickreall

606 Armilda Doughty, Monmouth

607 Mrs. Chloe Wood, Dallas

608 Lester Gardner, Dallas

609 Mrs. Ella Oleman, Hoskins

610 Roberta E. Balland, Rickreall

611 G^eneva Sayre, Black Rock

612 Mrs. Mattie Neal. Grand Ronde

613 H. H. Matthews, Phoenix

614 Rose H. Gay. Gold Hill

615 W. O. Wheeler. Eagle Point

616 Anna Jeffrey. Medford

617 Dorothy Hartung, Junction City

618 Grace L. May, The Dalles

619 Eula Strange, Portland

620 Neva McReynolds, Langells VaL

621 Alma Sutherland, Bakeoven

622 Ruth Dowd, Weston

623 John R. Stuber, Joseph

624 Harvey A. Wright, Rickreall
626 Nellie Keyt, Independence

626 Willis A. Johnston, McCoy

627 Edith Montgomery, Falls City

628 Mrs. E. R. Palmer, Dallas

629 Grace Porter, Rickreall

630 E. H. Hedrick, Monmouth

631 W. I. Reynolds, Dallas

632 Lora Chute, Independence

633 Alice E. Quint, Black Rock

634 Mabel C. Gillette, Independence

635 Elsie L. Taylor, Salem

626 Winona Rowland, Rickreall-

637 Alice Mcintosh. Monmouth

638 Georgia Curtiss, Dallas

639 Effie Cuthbert, Sheridan

640 Gertrude R. Wilson. Monmouth

641 Olive McCready, Suver

642 W. I. Ford, Dallas

643 Rose Bodayla^ Salem

644 R. W. Tavenner, Independence

645 Nellie Young, Parkers

646 Floyd O. Miller. Dallas

647 Edna Sweeney, Buell

648 Gladys Stewart, Rickreall

649 Jessie Hunt, Independence

650 John Kurtichanov, Chitwood •

651 J. I. Reasoner, Dallas

652 Gladys Mitchell. Independence

653 Loraine Goehring, McCoy

654 Clara Sampson, Nor tons

655 June Philpott, Corvallis

656 Sara Huntington, Yoncalla

657 Retta M. Allen. Whitney

658 Sophia A. Wilson. Portland

659 Emma Post, Drain

660 Agathe Grondahl, Portland

661 Dora E. Starke, Amity

662 G. W. Milam, Gold Hill

663 Mrs. W. N. Davis, Rogue River

664 Mrs. O. C. Lichens, Kerby

665 W. H. Ash craft, Ashland

666 Lillian L. Gammill, Trail

667 Emily DeVore, Medford

668 Elizabeth Elmore, Applegate

669 Viola Hogan, Trail

670 Chester Cook, Wolf Creek.

671 Wessie Griffith, Medford

672 H. Howard Grover, Medford

673 Nellie B. Ross, Ashland

674 Annie O'Keefe. Huntington Beach

Digitized by VjOOQIC

ORBOON TBAOH1DR8 MOlfTHIiY

247

675 Lela E. Bloom, LaOrande

676 Nellie Shelley, Merlin

677 liareraret McQuistion, GranU Pass

678 Susanne Homes. Ashland

679 Gladys Musfirrave, Hardman

680 Liaura Jackway, Troutdale

681 Mary E. Wilcox. Sheridan

682 Winifred A. Joyce, Portland

685 Sherman Smith, Helix
684 Alice N. Staninsrer, Waldo

686 LAura £. Hansoln, Ashland

686 Edith R. Fredenburff, Brownsboro

687 Havel Shaver, Ashland

688 Emma Wendt, Jacksonville

689 Roy Brown. Murphy

690 Maude Philbrook, Medford

691 Robert I. Peachey, Jacksonville

692 May Nordoff, Medford

693 Julia Sidley, Eaffle Point

694 Vera Kellems, Grants Pass
696 Pearl U Gould. Butte FalU

696 Blanche Crane, Grants Pass

697 Mary A. Oakes, Huero

698 G. W. Afirer, Talent

699 Anna PotU, Merlin

700 J. A. Churchill, Salem

701 H. C. Seymour, Corvallis

702 C. S. Cramer. Medford

708 E. B. Stanley. Central Point

704 Lieonard M. Buoy, Butte Falls

706 A. R. Peterson, Medford

706 Stella M. Paddock, Grants Pass

707 J. C. Banard, Tolo

708 A. E. Humpton, Selma

709 Mrs. Alberta Jones, Beagrle

710 D. K. Luthy, Gold Hill

711 Katherine Foley, Gold Hill

712 V. A. Davis, Central Point

713 Mrs. Mollie Beldins, Grants Pass

714 H. H. Fox, Lake Creek

715 Florence Querry, Medford

716 Tom L. Ostlen, Waldo

717 H. H. Wardrlp, Grants Pass

718 Helene Knips. Grants Pass

719 J. A. Bish, Wilderville

720 Marian I. White, Grants Pass

721 Liaura C. Atkins, Grants Pass

722 Margaret Galllngrer, Jacksonville

723 B. F. Nibert. Applegate

724 Gertrude Enerle, Ashland
726 Daisy M. Liewis, Jacksonville

726 P. H. Daley, Medford

727 Kathryn Dunham, Medford

728 Harriet Wilson, Medford

729 Mrs. May Rose, Wonder

730 Lucia C. Chapman, Waldo

731 Pina Benedict, Ashland

732 Clara Skyrman, Trail

733 Lucile Rader, Medford

734 Dewie E. Howe, Trail

736 Hazel Taylor. Central Point

736 Marie Dolan, Hugo

737 Melvina M. Fox, Merlin

738 Aneta M. Chellin, Girants Pass

739 Mrs. Geo. B. Canode. Medford

740 Felix E. Moore, Ashland

741 Elizabeth Neidigh. Knappa

742 Annie Williamson, Fisher

743 Belle M. Yeates, Fossil

744 Minnie Schaller, Salem
746 E. B. Nedry, Nyssa

746 Luther D. Cook. Paradise

747 Walter T. Clay, John Day

748 Sister Mary Amelbergo, St Paul

749 Carrie B. Livesley. Deschutes

760 Lena Woodward, Medena, Ohio

761 B. H. Calkins, Whiteson

762 A. Devaul. Paisley

753 Gladys Pearson, Hammond

754 Mary Hoham, Monmouth
765 Guy L. Lee, Dallas

756 BCamie Longworth, Perdue

767 J. H. Bosard, Roseburg

758 Oscar Gorrell, Oakland

759 Sybil Farnsworth, Millwood

760 J. E. O'Neel. CanyonviUe

761 Irma L. Vance, Winchester

762 Mrs. Aura D. Jackson, Dillard

763 Mary M. Whipple, Myrtle Creek

764 Walter E. Hercher, Myrtle Creek
766 Mattie I. Carr. Yoncalla

766 Emery D. Doane, Yoncalla

767 Mrs. C. W. Hartley, Sutherlin

768 MyrUe Powell. Sutherlin

769 Mary Edgerton, Roseburg

770 Elizabeth Northcraft, Camas Val.

771 A. J. Flurry, Days Creek

772 Myrtelle Gross. Oakland

773 Gladys Price, Myrtle Creek

774 Nellie M. Wood, Days Creek

775 Lillie Duncan. Perdue

776 Mildred Waite, Sutherlin

777 Mrs. Emma Leeper. Oakland

778 Addle M. Wilson, Yoncalla

779 John Kernan, Roseburg

780 Kathryn Agee, Roseburg

781 Mrs. Myrtle Bradford. Roseburg
782- Mary Aitken, Edenbower

783 Hannah Ruden, Kellogg

784 Ruth Swinney, Roseburg

785 Elizabeth Parrott, Roseburg

786 Watson C. Lea, Drain

787 Alice Ueland, Roseburg

788 Jennie Cook, Roseburg

789 Mrs. E. S. Acker t. Myrtle Creek

790 Harl H. Bronson, Riddle

791 Myrtle L. George, CanyonviUe

792 Florence P. Allen, Drew

793 Adeline Stewart, Roseburg

794 F. B. Hamlin, Roseburg

795 Fred A. Goff, Roseburg

796 W. Alice Goff, Roseburg

797 Ellen Millikin, Drain

798 Floy McCormack, Dillard

799 Floyd Watson, Oakland

800 Lora B. Pummill, Riddle

801 Mamie Langdon. Yoncalla

802 Margaret Bremmer, Brockway

803 H. Omer Bennett, Roseburg

804 Wilfred Brown. Camas Valley

805 A. E. Street, Camas Valley

806 Burt A. Adams. Lakeview

807 Stella Curtis, Burns

808 Frances Kirsch, Berdugo

809 Lacy B. Copenhaver, Springfield

810 Emma Haroun, Wamic

811 Anna Taylor, Mapleton

812 Lola B. Thompson. Grants Pass
818 Mabel McLean, Oregon City

814 A. C. Stanbrough, Newberg

815 Jene Mallory, Spray

816 Lelah McGee, Burns

817 Orisa Hurd. Harper

818 Martha Peters, Holbrook

819 Edith O. Messenger, Dlsston

820 LaVilla Buell, Cottage Grove
831 Ivy J. Ten Eyck, Boring

822 Mrs. C. W. Shurte, Heppner

823 Esther Hughet, Narrows

824 M. N. Bonham. Hillsboro

826 Mrs. Minnie Gates, Hillsboro

826 Sue Berg, Portland

827 Jessie B. Greer, Forest Grove

828 Lenore Isaacson, Portland

829 Grace M. Thomas, Hillsboro

830 Maude Brennan, Beaverton

831 R. L. Wann, Orenco

832 C. C. Ailor. Banks

833 Mary Yoder. Beaverton

834 Pearl R. Reed, Oswego

835 Slaters of St. Mary, Verboort

836 Marion Crawford, Timber

837 Daphne Henderson, Hillsdale

838 Mrs. Emma Frazelle, Multnomah

839 S. M. Ramsay, Tualatin

840 Elsie Lathrop, Forest Grove

841 H. T. Evans, Garden Home

842 Cleo Rector. Hillsboro

843 Susie Soott Sheridan

844 G. A. W. Russell, Buxton

845 Mary L. Crlteser, Yoncalla

846 Lura H. Grout, Koler

847 R, G. Hall, Roseburg .

Digitized by VjOOQ IC

248

ORBGON TBACHBRS HOUTHIiY

848 Lillie Maclver, Roseburgr

849 Purl Patrick, Oakland

850 John E. Flurry, CanyonvlUe

851 O. C. Brown, Roseburgr

852 Mrs. O. C. Brown, Roeeburg

853 B. W. Barnes. Hillsboro
864 Mrs. Minnie Conant, Banks

855 Martha Dillon, Beaver ton

856 Winifred Bondy, North Plains

857 E. E. Amsden, Hillsboro

868 Lowell C. Bradford, Hillsboro

859 Jessie M. Cypher, North Plains

860 Li. C. Mooberry. Cornelius

861 Mrs. L. L. Trayler. Hillsboro

862 8. W. Babcock. TIgard

863 Linda B. Koch. Cornelius

864 Mrs. M. C. Saltus. Sherwood

865 Myrtle Strickler, Sherwood

866 R. Li. Wildman, Timber

867 Roy C. Bierly, Beavertop

868 Mrs. Harriet H. Heller, Portland

869 Ellie M. Sage, Diiley

870 Lottie Cole, Sherwood

871 Laura J. Bell, Forest Grove

872 J. W. Peabody, Forest Grove

873 Helen E. Weed, Diiley

874 Jennie Beamish. Portland

875 Lillian Troedson. Morgan

876 R. H. Harris. Shedd

877 James H. Bohle, Orton

878 Ada M. Peebles, Portland

879 Grace Wiltshire. Bonita

880 Georgia Bell. Portland

881 Florence Bollam. Portland

882 Florence Caldwell, Portland

883 Margaret McCabe, Portland

884 Sarah Beattie, Portland
886 Martha Irwin, Portland

886 Florence Blumenaeur, Portland

887 Alice Ormandy, Portland

888 Evangeline Van Home, Portland

889 Charlotte Lucas, Portland

890 Mrs. Laura Black, Portland

891 Mrs. Clara Pratt, Stayton
892 Crystal H. West. Mt. Vernon

893 Dorothy Litscher, Sheridan

894 Myrtle Byers, Clarno
896 E. May Moore. Laurel

896 Anna M. Schwall. Cornelius

897 Mrs. Effie R. Arns, Portland

898 Stella M. Hinman. Cherry Grove

899 Clara M. Walker, Gales Creek

900 Frances M. O'Connor, Laurel

901 Wra. Irle. Portland

902 Mrs. Minerva T. Brown, Hillsboro

903 J. M. Stretcher, Beaverton

904 J. R. Chapman, Metzger

905 Cora E. Stephens, Laurel

906 Ruth J. Frost, Gaston

907 Ruth Johnston, Beaverton

908 Gladys O. Willard, Gaston

909 C. L. Nelson, Mountaindale

910 Floy A. Norton, Forest Grove

911 Florence Enschede, Forest Grove

912 E. W. Luecke, Cornelius

913 Jessie L. Smith, Gales Creek

914 Edith Mensing, Hillsboro
916 Mrs. H. A. Ball. Hillsboro

916 Naomi Billeter, Orenco

917 Ruth Canright, Kent

918 Gladys K. Asher, Mt. Vernon

919 Mrs. Cecil Porter, Metolius

920 Nella M. Van Horn, Madras

921 Iva Cox, Lapine

922 A. J. Prideaux, Portland

923 Grace Mann, Portland

924 Artie Nichols, Bonanza

925 Mrs. L. M. Gilbert, Salem

926 Orvill G. Reeves, Marsh field

927 Louis E. Furrow, Myrtle Point

928 S. C. Sherrill, Riverton

929 Nina Dano, Bandon

930 J. F. Croft, Bridge

931 Kate Chatburn, Bandon

932 Rose E. Grossop, Marshfield

933 Mrs. P. M. Wilbur. Marshfield

934 Mrs. Emma E. Easton. Empire

935 B. S. Gannvell, Powers

936 Ernest Root, Myrtle Point

937 Anne Wickman, Marshfield

938 Nettie Belloni, Prosper

939 Hazel I. Matthews. Powers

940 Grace Delmore, Sumner

941 Ellen E. Kelley, Marshfield

942 Helen Bobbins, Broadbent

943 Anna M. Thomas. Bridge

944 Metta E. Hansen. Arago

945 Marg8U>et Stambuck. North Bend

946 Anna Clinkinbeard. North Bend

947 Selma Thomas. Marshfield

948 Ernest C. Lloyd, Marshfield

949 Mrs. Ella M. Rea, Bandon

950 Delia L. Bryant. Bandon

951 Etta EL Darnell. Myrtle Poini
962 Ida E. Gamble, Bandon

953 Ruth Peebley, North Bend

964 Helen E. Mende. North Bend

955 Helen M. Sprague. Marshfield

956 Lola Greene, Myrtle Point
967 May N. Allen, Coquille

958 Lila A. Smith, Bridge

959 Hilda Mcnson, Sulphur Springs

960 Muriel Watkins. Myrtle Point

961 Edith R. McLeod. Marshfield

962 Phina Anderson, Marshfield

963 Elsie G. Philoott, Riverton

964 C. A. Howard. Coquille

966 Agnes McCracken. Myrtle Point

966 Anna SoUie, Bandon

967 W. E. Moses, Marshfield

968 Ellen Knudsen, Empire

969 Clara Moser. Gravelford

970 Ivy Bryan, McMlnnviUe

971 Bessie E. Jones, Cascadia

972 Fioyd Bridges, Kellogg

973 Juanita Porter, Wheeler

974 Nora A. Kellow. Hemlock

975 Mrs. J. H. Dustan, Tillamook

976 Alice M. Phillips. Tillamook

977 Mabel R. Terry, Tillamook

978 C. S. Armold. Blain

979 Mary L. White, Tillamook

980 Gertrude Schlappi, Tillamook

981 H. S. Brimhall, Garibaldi

982 Myrtle Wallin, Tillamook

983 Ethel R. Glines, Tillamook

984 Katherine Loerpabel. Barncsdale
986 Helen L. Clair. Wood burn

986 Evelyn Walker. Gold Hill

987 Clara A. Nelson, Grass Valley

988 Justus A, Miller, Lexington

989 Bertha McCallister, Grants Pass

990 Cordelia Stiles, Salesville, Mont.

991 Ethel Notter, Mulino

992 Virginia V. Worsham. Portland

993 Ruby V. Hazlett, Salem

994 G. B. Lamb, Tillamook
996 Ella R..Sperry, Beaver

996 Harriet M. Ford, Tillamook

997 Mrs. H. C. Hanson, Tillamook

998 C. E. English, Nehalem

999 Sarah Donohue, Oreton

1000 Eleanor Spall. Rockaway

1001 Fred C. Peusser, Hebo

1002 Effie Williamson, Fossil

1003 H. F. Pfingsten. The Dalles

1004 Alah A. Hunt. Fossil

1005 Lela M. Forest. Three Pines

1006 Varena M. Puntenney, Albany

1007 George R. Schreiber. Shedd

1008 Mrs. Eva Scott, Oregon City

1009 Elva Austin, Salem

1010 Emma Kirkpatrick, Newberg

1011 Ruth C. Warren. Harney

1012 Ethel I. Bowers, Mist

1013 A. M. Winn, Vernonla

1014 Mrs. E. Colvin. Clatskanie
1016 Alice Sheehan, Deer Island

1016 Lloyd W. Shisler, St Helens

1017 K. R. Blakeslee, Rainier

1018 May Novak, ~ "

Digitized by ^

iBitse, xvciinier

ORBGON TBSACnfiIRS MONTHLY

^♦9

y^^N

\

1

5 '■ =

1

j\

J

? r~: r- =*,

\J

Xi

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_

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Western Venetian Blinds

For c"! o ol Room Windows

They soften bright sunlight, yet supply
an abundance of light.

They also supply perfect ventilation,
Write for illustrated booklet.

Western Blind & Screen Company
2708 Long Beach Ave., Los Angeles, Cal.

SCHOOL SUPPLIES

Oatalosae mailed free to Teachers. Speakers,
ReciUtions. Dialoi^ues, Plays, Marches, Drills,
Exercises, Celebrations, Entertainments,
Games, Songs. Reward and Gift Csrds,
Drawing, Sewing, Number, Beading, Alphabet
and Bas7*work Cards, Reports, Records,
Drawing Stencils, Blackboard Stencils, Maps,
Globes, all School Goods. Address to

A. J. FOTJOH ft CO., WABBEK, PA..

FOB SALE

Willamette Valley Newspaper and Job
Plant, clearing $2000 yearly. Price,
$1200; some terms. Exceptionally good
opportunities. Address, D. H. Talmadge,
Salem, Oregon.

Vocational

A NEW SEBIES

Cultural

INDUSTRIAL READERS

By Eva March Tappan
For reading in grammar grades

Book I

The Parmer and His Friends
Book II

Diggers in the Earth

Book III

Makers of Manv Things
Book IV

Travelers and Traveling

These books plan to give the child an elementary working
knowledge of the common things in his environment. Through
unique and fascinating stories of farming, mining, manufactur-
ing, and transportation, he is brought into an understanding of
the fundamental forms of the world's work. Each, illustrated,
50 cyetots, postpaid.

For sale by
THE J. K. GILL COMPANY, Portland, Oregon

HOUOHTON BHPFLIN COMPANY, Boston, New York, Chicago

Digitized by

LjUU

250

ORElOOlf T1BAOHBR8 MONTMIiT

1019 Mrs. M. W. Hatfield, Scappoose 1105

1020 Gertrude McCarty, Vernonia 1106

1021 W. W. Patterson, Scappoose 1107

1022 Florence L. Bennett, Westport 1108

1023 Frederick I. Knigrht. St. Helena 1109

1024 Mary Dahlgrren. Warren 1110

1025 Ethel B. LAwpaugTh, Yankton 1111

1026 Mary R. Thomas, Warren 1112

1027 Mrs. Bird B. Clark, Chapman 1113

1028 Mrs. Gladys L.. Smith. Vernonia 1114

1029 Bertha Lewison, Clatskanie 1116

1030 David L. Cook, Newbers 1116

1031 W. E. Buell, Buena Vista 1117

1032 W. Hurley, Keasey 1118

1033 Gladys Richey, Rainier 1119

1034 Mary McGresror, Marshland 1120
1036 Clarence Phillips, Clatskanie 1121

1036 James Dodson, Scappoose 1122

1037 Agrnes Brown, Trenholm 1123

1038 Florence Taylor, Gk>ble 1124

1089 Madeline Slotboom, St Helens 1125

1040 Velma Snider, Mist 1126

1041 Mrs. E. E. Mallaber, Goble 1127

1042 Jessie H. McDonald, Scappoose 1128

1043 Lillie M. Leith, St. Helens 1129

1044 Ethel A. Allen, Rainier 1130
1046 G. W. Brown, Houlton 1131

1046 Mrs. Ada Holaday, Scappoose 1132

1047 Lvle B. ChappelL Quincy 1133

1048 Lilllian Cooper. Goble 1134

1049 Hilda Muhr. Warren 1136

1050 Madelina Thomas, Warren 1136

1051 C. C. Cassatt. St. Helens 1137
1062 C. E. Lake, St Helens 1138

1053 O. T. Tabler, Rainier 1139

1054 J. W. Allen, St Helens 1140
1056 Mabel Molin, Bacona 1141

1056 Bessie Kennard, Falls City 1142

1057 Mamie E. Ayres, Beaverton 1143

1058 Marie Groves. Carlton 1144

1059 Aeratha DeCarie. Gales Creek 1145

1060 Margraret Davis, Mt. Vernon 1146

1061 Ansreline Adoradio, Dundee 1147

1062 Julia C. Harrison, Narrows 1148

1063 Effie M. Loveffren. Cherry Grove 1149

1064 Elizabeth C. Riecker, Monmouth 1150
1066 Anna Gallup, Mist 1151

1066 Mrs. Effie Wilson, St Helens 1152

1067 Roberta Smith. Drewsey 1153

1068 Glennie McBane, Culver 1154

1069 J. Victoria Huston, Tumalo 1166

1070 A. L. Stephens, Taft 1156

1071 Edith Witzel, Monmouth 1157

1072 Nellie Springrer, Colton 1168

1073 Henry H. Dirksen, Hubbard 1159

1074 Norma Holman, Airlie 1160
1076 J. Y. Bethune. Salem 1161

1076 Victor Boyd, Leona 1162

1077 Marjorie Whipple, Gunter 1163

1078 Mrs. Mamie J. Rafferty, Banks 1164

1079 Mamie Cachelin, Dixonville 1165

1080 Kathryn Dougrherty, Silver ton 1166

1081 Harriet Chambers, Silverton 1167

1082 Mary E. Frazier, Hood River ii68

1083 Cheo Shoup, Parkdale 1169

1084 W. H. Alwin, Cascade Locks 1170

1085 Charlotte Kinnaird, Hood River 1171

1086 Antonia A. Bauer, Hood River 1172

1087 Mrs. Mary Millard, Sheridan 1173
108R Ray R. Canterbury. Tumalo 1174
108ir J. F. San tee. Connell, Wash. 117 6

1090 Isolda B. Roper, Antelope 1176

1091 Anna C. Godbersen, Hood River 1177

1092 Gertrude Jones, Hood River 1178

1093 Mrs. W. E. Blash field. Hood River 1179

1094 Eleanor Coe, Hood River 118O

1095 Elizabeth Grant, Cascade Locks 118I

1096 Elizabeth McDonald, Hood River 1182

1097 Sylvia Elder, Moiser 1183

1098 Clara E. Rand, Hood River 1184

1099 Wm. A. Cass, Hood River 1186

1100 Mrs. W. W. Rodwell, Hood River 1186

1101 Sadie McKenzie, Cascade Locks 1187

1102 Elizabeth Swanson, Hood River 1188

1103 Mary E. Sheppard, Rood River 1189

1104 Nellie Crocker, Hood River 1190

Margraret McNamara. Parkdale

N. E. Fertig, Hood River

V. M. Vose, Hood River

Regrina Cash, Wyeth

Marion Howe, Hood River

Harriet Alexander, Hood River

Edith Baker. Hood River

C. R. McCoy, Hood River

Mrs. Elizabeth Curtis, Mt Hood

Mrs. J. H. Crenshaw, Dee

J. O. McLaugrhlin. Hood River

Selma E. Lahti, Prairie City

Echo Githens, Morgran

Dora G. Jackson, Gooseberry

Raymond L. Corn well, Madras

Mrs. B. Jorgrensen, Hillsboro

Ruth Howard, Jefferson

L. A. Wrigrht Euffene

Lucile Risch, Catlow

Hazel Bevans, Burns

Henrietta Hoyser. Salem

Mrs. E. K. Mitchell, Tillamook

Ha Knox, Spray

Roy W. Glass, Philomath

Estella Phiester, Medford

Ora Cox, Medford

Murl Coffeen, Medford

Sue Hoffman, Medford

G. W. Godward, Jacksonville

Elizabeth Ferguson, Medford

Heloise Phillips, Echo

Fern Hoisingrton, Pilot Rock

Mrs. Paralee Hailey. Pendleton

Alice Hudson, Hermiston

Ada Earl. Stanfield

Anice Barnes, Stanfield

J. O. Russell, Athena

Lillian D. Dobson. Athena

Mrs. Ora A. Powell, Freewater

Clara Partridgre, Athena

A. T. Parks, Pendleton
Nellie McCane, Helix
J. W. Smith, Milton
H. M. Allen, Pendleton
Lucy Coffey, Freewater
J. A. Hawks, Nolin

F. W. Beatty, McKay
H. C. Fetter, Weston
Gilbert C. Woods, Freewater
Bessie Hatch, Nye
Mabel Montgromery, Weston
Violet Kendlff, Adams
Anne L. Salingr, Nye
Mrs. M. L. Fulkerson, Salem
Mrs. Orpha K. Sevey. Stanfield
Metta Johnson, Milton
Vesta Cutsforth, Pendleton
L. B. Kicker, Milton
Edith May Richardson, Helix
W. S. Mayberry, Milton
Luella B. Pinker ton, Weston
Mrs. H. W. Drew, Helix
H. W. Drew, Helik
Pauline Heacock, Pilot RocIk
Mrs. L. B. Cordery. Adams
Mrs. Florence Kelley, Milton
Irma Belles, Wallula, Wash
J. S. Dan forth, Freewater
Rose Monterastelll, Helix
Myrtle Sneve. Freewater
Hattie E. Pulliam, Pilot Rook
C. E. Graham, Pendleton
Kate Christensen. Freewater
Alice Butler, Pendleton
Glee Wharton, Freewater
Hazel Adams, Pendleton
Eunice Smith. Helix
Frank R. Doble, Pine Grove
Mrs. L. D. Idleman, Pendleton
Erma D. Heacock, Pendleton

B. E. GeisB, Pendleton
W. C. Howard, Stanfield

Mrs. Margaret Cramer, Holdman
CamiUe Dolson, Pendleton
H. T. Drill. Pendleton
Paul M. Reed, Freewater

ORBOON TBAOHBR8 MONTHIiY

261

Northwest Nor-
mal School of
Music and Art

Z. M. PABVIN, M118. Doc.,
Director.

The course of study includes —
Singing, Piano, Harmony,
Counterpoint, and Musical Edu-
cation. Write for circular and
further information, 408 Til-
ford Bldg., Portland, Oregon.

THE

CAPITAL
NORMAL &
INDUSTRIAL
SCHOOL

BALEHn OREGON

TRAINS FOR SCHOURSIIIP

AMD

HIGHER CRUDE CERTIFICATE

Salaries adjust themselves accord-
ing to the qualifications and am-
bitions of the teacher. When you
see some teacher receiving more
money than you for your services
you had better study the cause
and then apply the remedy. Make
up your mind that you are going
to raise the grade of your certifi-
cate this year.

Our departments are:
Normal, Preparatory, BnsiiieflSy
Shorthand, Typewriting,
and Printing.

Digitized by VjOOQIC

252

ORBGON TBACHBRS HONTULV

1191 Sarah E. Wilson, Adams 1277

1192 Mae W. ChrUholm, Pendleton 1278

1193 Ethel Freeman, Pendleton 1279

1194 Walton J. Roork. Adams 1280
1196 Agnes Carlson, Touchet, Wash 1281

1196 Jessie B. Brierlv. Athena 1282

1197 Inez Wagner, Umapine 1283

1198 L.eota Waffner. Athena 1284

1199 Juanita Friedly. Adams 1285

1200 Daisy McPherson, Pendleton 1286

1201 Edith M. Fraker, Pendleton 1287

1202 Frances M. Simmons, Adams 1288

1203 Nell Savely, Adams 1289

1204 Lrf>ui8e A. Deute, Pendleton 1290

1205 Ethel E. Haw, Pendleton 1291

1206 Olive Bovee. Pendleton 1292

1207 Elsa Strever, Pilot Rock 1293

1208 Grace Frost. Pilot Rock 1294

1209 Esther F. Compton, Milton 1295

1210 Bessie Swain, Burns 1296

1211 B. G. Bailey, Ontario 1297

1212 Haxel Harris, Silverton 1298

1213 Juanita Randall. CrawfordsviUe 1299

1214 Nina M. Conlee. Marshfield. 1300
1216 Arma Keen, Halsey 1301

1216 Nora Ward, Dorena 1302

1217 E. R. Jones, Broadbent 1303

1218 Julia Sears, Portland 1304

1219 Anna DeLin, Portland 1305

1220 Mathilda Ahrends, Portland 1306

1221 Lillian J. Goodspeed, Portland 1307

1222 R. R. Steele, Portland. 1308

1223 P. N. Plamondon, -Seattle, Wash. 1309

1224 Mrs. W. W. Wiley, Tillamook 1310

1225 Stella G. Goyne, Tillamook 1311

1226 B. K. Barnes. Perrydale 1312

1227 Estelle McClure, Prineville 1313

1228 Geo. F. Thompson. Willamette 1314

1229 Claire G. Morey, Gervais 1315

1230 E. R. Houck. Alvadore 1316

1231 Mrs. Amy Campbell, Winant 1317

1232 Martha Hinkle. Sutherlin 1318
123S Mary Elliott, Monkland 1319

1234 LAura Wagrgroner. Independence 1320

1235 Curtis Christy. Sisters 1321

1236 Eva Alfrey, McMinnville 1322

1237 Martha Jensen. Silverton 1323

1238 Mrs. Clara Vlckers, Seaside 1324

1239 John L. Ashton, Derby 1325

1240 Enid Elliott, The Dalles 1326

1241 L. L. Baker, St. Helens 1327

1242 Susie M. Barton, Devils Lake 1328

1243 Marie O. Glaze. Gaston 1329

1244 Marie Reese, Salem 1330

1245 Edith Bork. La Grande 1331

1246 Grace Van Winkle, Suplee , 1332

1247 Laura Edgerton, Ft. Bldwell. Cal. 1333

1248 Paul Wiser, Carlton 1334

1249 Mabel E. Orcutt, Payette, Ida. 1335

1250 James R. Forsythe, Monmouth 1336

1251 Betha Graham. Rolyat 1337

1252 Alma E. Riley. Beaver 1338
1263 Marion Z. Clarke. Medford 1339

1254 Eileen Tompkins, Cascade Locks 1340

1255 Lelia Drew, Tillamook 1341

1256 A. Dawkins. Grants Pass 1342

1257 I. D. Serfling, Thomas 1343
1268 W. W. Hewitt. Umpqua 1344

1259 Susie Mahan, Baker 1345

1260 Vera Storie, Durkce 1346

1261 Eleanor Storie, Gypsum 1347

1262 J. C. Hall. Wallowa 1348

1263 Wilfred Davies. Troy 1349

1264 J. F. Bngle. Halfway 1350

1265 Mrs. Emmett Temple, La Grande 1351

1266 Jessie F. Hindman, Baker 1352

1267 Erma Haw ley. Baker 1353

1268 Edna M. Bennett, Baker 1354

1269 Roy Conklin, Wallowa 1355

1270 Elizabeth Bond, La Grande 1356

1271 Isabelle Miller, La Grande 1357

1272 Janette WlU&erodt, Flora 1358

1273 Myrtle Schuman, Promise 1359

1274 Mildred Yantis, Baker 1360
1276 Nettie Murray, Flora 1361
1276 EUlen Lon& Haines 1362

E. Leota Holmes. Wallowa

Minnie Brown, Baker

Julia Coleman, Sparta

Edna A. Dammon, Sumpter

Reba Williamson. La Grande

Esther Harris, Unity

Alice McCurdy, Granite

Fred G. Potter, Promise

€}ene W. Hall, North Powder

Nellie Rush. Elgrin

Stella Mayfield, Elgin

Mrs. May Hodson, Enterprise

Mrs. Nettie C. Bussard, Halfway

Bessie M. Conley, Enterprisu

Nina Kane, La Grande

E. May Barton, Minam
Mary Braughton, Enterprise
Lenora Huff, Baker

Cora Barnes, Durkee
Vincent N. Patterson, Cbico
Alpha Busick, Union
M. Elma Cusick, North Powder
Esther Koplin, Enterprise
Lewis E. Reese. Elgrin
Mrs. Rose Clawson, Elgrin
J. L Sturffill, Durkee
G. W. Sammons, Imnah
Teresa Castle, La Grande
Dora Caton, Durkee
Frances O. Lees, Baker
Retta B. Mercer, North Powder
Mae A. Gilliam, Baker
Frieda M. Eubergr, Baker

D. Chesley Bones, Halfway
R. A. Wilkerson, La Grande
Anna Meyer, Baker
Martha Miller, Elgrin
Royal J. Allen, Cove

B. Southwick. Promise
Edith Welch, Alicel
Grace Fine, Biffin
Ruth A. Ghormley, La Grande
Helen Huff, Baker
Hulda Anderson, La Grande
Nellie G. Neill, La Grande
Ethel L. Davis, Baker
Erma F. Cole, Audrey
Manuel Snider, La Grande
Beatrice Pugrb, Kamela
Isabelle Gray, Philomath
Estelle J. Mclntyre, Portland
Emily C. Roberts, Portland
Isabelle Chalmers, Portland
Josephine Lisher, Portland
A. M. Cannon, Portland
Grace Sweeney, Taft
Eleanor Warren, Dundee
Vida A. Dunlop, Halsey

F. Silsbee, Aurora
Raymond E. Baker, Coquille
Dorothea McCauley, Terrebonne
Dorothea Pike. Birkenfeld

Mrs. Enos M. Fluhrer, Mayger
Dorothy Zinser, Oswegro
Margraret Horton, North Powder
Stella M. Denzer, Summer Lake
F. E. Dunton, Moro
Roy Bowman, Moro
Cecil Lutey, Toledo
Grace M. Tyler, Heppner
Lula E. Peterson, Suver
Nina M. Ross, Clover Flat
Cora D. Fralne, Portland

E. D. Ressler, Corvallis
Hettie Powers, Joseph
Frances Bartshe, Payette, Ida.
J. E. Calavan, Oregon City
Ada Ross, Lexington

Mattie Knottingham, SkuUspring
Lena Ulen, Portland
Blanche Wilson, Terrebonne
Emma Weaver, Vincent
Ina B. Graham, Falls City
Central School, Klamath Falls
Riverside School, Klamath Falls
Mills Schoolp Klamath Falls

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ORBSGON TBACHBRS MONTHLY

25Z

1363 Pelican School, Klamath Falls

1364 R. H. Dunbar, Klamath Falls

1365 W. S. Buel, Tillamook

1366 A. B. Haverly, Woodburn

1367 B. G. Harding, Rogue River

1368 Albert Schreder, Prineville

1369 Howard S. Miller. Tamhlll

1370 Hazel Fawcett, Ck)quille

1371 Lincoln Savage, Grants Pass

1372 J. E. Drlllette. Marion

1373 Violet Rush, Elgin

1374 Evaline Falconer, Enterprise

1375 Effie McDaniel. Portland

1376 Elizabeth Robinson, Medford

1377 Altha Chandler, Devil's Lake

1378 Margaret Reilly, Hood River

1379 H. O. Pearson, Eugene

1380 Florence Pifer, Parkdale

1381 Opal C. Rice, Helix

1382 Edith M. Clark, Astoria

1383 B. T. Youel. Eugene

1384 E. F. Carle ton, Salem

1385 Gertrude A. Orth, Portland

1386 Owena Crow. Scappoose

1387 Mrs. Janet M. Grant, Fairview

1388 C. E. Barker, Beaverton

1389 Amy E. Whipple, Monmouth

1390 Mrs. J. A. Bohannon, Toledo

1391 D. W. Hammock, Condon

1392 Callie B. Shelton, Beulah

1393 Mrs. J. C. Grater, Ash wood

1394
1395
1396
1397
1398
1399
1400
1401
1402
1403
1404
1405
1406
1407
1408
1409
1410

Lenora Armstrong, Baker
Nellie A. Pugh, Molalla
Mrs. G. L. Whiteis. Prineville
A. C. Crews. Hood River
Mrs. A. F. Beardsley, Salem
Elina Thorsteinson, Salem
Hettle A. Thomas, Roy
Emma Wilson, Aloha
Mrs. Agnes Roberts, TamhiU
Frank K. Welles, Salem
John W. Anderson, Maupin
Esther Evans, Banks
Mary D. Schlegel, Pilot Rock
Jennie Hunter, Medford
Grace M. Wilson, Newberg
Sarah M. Parr, Timber
Merl E. Dimick, Hubbard.

If we fondle and Qamper our griefs
they grow to an unwieldy size and be-
come unmanageable. — Landor.

Government Positions
for Teachers

All teachers 8)iould try the U. 8. Govern-
ment examinations soon to be held through-
out the entire country. The positions to be
filled pay from fl200 to $1800; have short
hours and annual vacations, with full pay.

Those interested should write immediately
^ Franklin Institute, Dept. S 240, Rochester,
N. Y., for schedule showing all examination
dates and places and large descriptive book,
showing the positions obtainable and giving
many sample examination questions, which
will be sent free of charge.

Successful Teachers Agree

That to do the best school work pupils need

WEBSTER'S lEW IMTEHATMMl

DICTIONABY— The Merriam Webster. When questions arise in
the history recitation, in language work, spelling, or about noted people,
places, foreign words, synonyms, pronunciation, new words, flags, state
seals, etc., do you suggest that the New International is a universal
question answerer and contains just the information desired?
Dr. Suzzalo says: "Training children to a competent and ready use of
the dictionary and fixing the habit of consulting it is one of the main
duties that the school can perform for the student."

Your pupils should have every opportunity to
win. Why not requisition your school offi-
cials for the New International, the One Su-
preme Authority!

400,000 Word!. 2,700 Pages.

6,000 ninstrationa.

12,000 Biographical Entries.

30,000 Cteographical Subjects.

Thomands of (>tber References.

OBAND PKIZE (Highest Award) Panama-
Pacific Exposition.

BEOXTLAB and INDIA-PAFEB Editions.
Write for Specimen Pages and Free Pocket
Maps.

O. A G. MERRIAM CO.,
Springfield, Mass.

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^^^*

Selections for Christmas

Arranged by MB8. M. I*. FULKEBSON, Salem

Cbrietnuie la the Primary Grades.

Contrast Thanksgrivlng, the "grather-
ing-in-time," with Christmas, the "giv-
ing-out-time." Tell the story of the
first Christmas, reading first, to catch
the true spirit yourself, the Gospel ac-
count. Tell the legend of St. Nicholas.
Let the children .talk freely of Santa
Claus, getting in this way their ideas
of when he comes, why he comes, how
he comes; how they prepare for him in
the homes; who are Santa's helpers;
where he goes when his work is done,
etc., etc.

This will lead to the spiritual signif-
icance— so much done for love of them
and to make them happy. Question as
to who works all the time for them to
make them happy, then lead them to
feel a desire to be like Santa Claus, in
secretly working for others. Plan with
them to make this a happy Christmas
for someone, father, mother, and for
those who have not anyone to work for
them. Be sure that the child's belief
in Santa Claus has helped to emphasize
what he can give to others beyond
what he may expect to receive.

In questioning about the Christmas
tree, the children will speak of the
cedar and pine, the trees commonly
used in the South. Tell them of the
trees used elsewhere, the spruce, the
fir. and hemlock. In the cities the flor-
ists will supply twigs of some of these
that the children may enjoy seeing
what others use.

Christmas in other lands will charm
the children— Belgium's little people
filling their shoes with hay or oats,
placing them outside In the window
ledge for Santa Claus' pony to eat In
many European countries special cakes
arc baked for Christmas, as we have
our fruit-cake.

For decoration. If without any talent
for drawing, send for stencils of Christ-
mas bells. Santa Claus. and other
Christmas emblems, and your bowrds
will soon delight the little folks. When
the pattern Is transferred to the board,
the children will be happy to trace,
saving your energy for other work.

If you have carried o^t the Idea of
giving, you must certainly help the
Children to prepare their gifts. For
older people, out of card board, with
baby ribbon, many useful and attractive
articles can be made: Postal card
cises; sach?t envelopes; blotting pads;
telephone cards; Christmas bags of card
board or raffia; booklets for clippings;
needle books; shaving paper pads.

In the Idea of decoration and of pre-
paring presents, do not forget appro-
priate pictures— Madonna. one of
Slaphael. or other famous artists, large
enough to be seen from any point In
the room. The small P«"y pictures
framed In passepartout, make beautiful
gifts. — ^Educational Exchange.

Wliat They Want for Cliriatmas.

First Child—

I want a little dolly

.With eyes that shut up tight.
So she can sleep whenever

She goes to bed at night.
And I want a dolly buggy

And a bed to put her in.
And a book of fairy stories

And a pretty little ring.

Second Child —

I mostly want a little stove

With an oven that will bake.
So I can cook my dinner

And bake a really cake.
And I'd like a set of dishes

And a little rocking chair.
And perhaps a 'wolly doggy

Or a pretty teduy bear.

Third Child—

I want a lot of story books

And some ribbons for my hair.
And I'd like a little bracelet

And a pretty dress to wear.
Also a pair of roller skates

And a game or two.
Then with the nuts and candy.

I think that they might do.

Fourth Child—

I want a brand new wheel

That I can ride to school.
So I never will be late

And break the teacher's rule.
And I'd like a football also.

With a baseball, mit and bat.
And I want a gun. but mama

Says no use to wish for that.

Fifth Child—

I would like a train of cars

On a really little track.
You wind them up and start them

And they'll go around and back.
And a knife Just like my daddy's.

That will cut Just anything.
And a big. big buzzing top

That you wind up with a string.

Sixth Child—

They left me for the very last

Because I am so small.
And I don't see's there's anything^

For me to take at all.
So the best that I can do

Is to leave it to St. Nick.
Perhaps he'll give me all that's left

When they have took their pick.
— ^Profirreaslve Teacher.

The Two liittlc Stockinffib

Two little stockings hung side by sld^
Close to the fireside broad and wide.
"Two?" said Saint Nick, as down he

came.
Lioaded with toys and many a ffame.
"Ho, no!" said he, with a laugh of fun*
"I'll have no cheating, my pretty one.

"I know who dwells In this house, my

dear.
There's only one lUtl^g^rX ^ives here.*

Digitized by ^

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ORBGON TBACHBIU H01«THI.Y t6S

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bis Auntie," and many others. They are all on

Columbia Double-Disc Records

Op if you own a Columbia Qrafonola yourself, or any standard
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Your dealer will gladly play them over to you.

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256

ORBGON TfiACHBRS MONTHLY

So he crept up close to the chimney

place.
And measured a sock with a sober face.
Just then a wee little note fell out
And fluttered low like a bird about.

"Aha! what's this?" said he. In surprise.
As he pushed his specs up close to his

eyes.
And read the address in a child's rough

plan.
"Dear Saint Nicholas," so it began ;
"The other stocking you see on the

wall
I have hung up for a child named Clara

Hall.

"She's a poor little girl, but v6ry good.
So I thought perhaps you kindly would
Fill up her stocking, too, tonight.
And help to make her Christmas bright.
If you've not enough for both stockings

there.
Please put all in Clara's. I shall not

care."

Saint Nicholas brushed a tear fro n h'lH
eye.

And. "God bless you darline:," Ijm said
with a sigh,

Then, softly he blew through the chim-
ney high

A note like a bird's, as it soars on high.

When down came two of the funniest
mortals

That ever was seen this side earth's
portals.

"'Hurry up," said Saint Nick, "and nicely
prepare

All a little girl wants where money is
rare."

Then, oh! what a scene there was in
that room!

Away went the elves, but down from
the gloom

Of the sooty old chimney comes tum-
bling low,

A child's whole wardrobe from head to
toe.

How Santa Claus laughed, as he gath-
ered them in.

And fastened each one to the sock with
a pin.

Right to the toe he hung a blue dress,

"She'll think it come from the sky, 1
guess."

£aid Saint Nicholas, smoothing the
folds of blue

And tying the hood to the stocking, too.

When all the warm clothes were fast-
ened on.

And both little socks were filled and
done,

Then Santa Claus tucked a toy here
and there,

And hurried away to the frosty air,

Saying "God pity the poor and bless the
dear child

Who pities them, too, on this night so

pit
Id.

wi

The wind caught the words and bore

them on high
Till they died away in the midnight

sky *
While Saint Nicholas flew through the

icy air,
Bringing "peace and good will" with

him everywhere.

— Sara K. Hunt.

Round 'Boat Chri«tauui TUne.

Aunt Nan she says I'm always good.

An' Pa says, "Yes — asleep" —
An' Ma she don't say nothing, but

Her eyes they says a heap;
An* I — well, I keep sorter quiet.

An* try to look surblime —
But you jus' bet, I'm good as goIdL

Round 'bout Chris'mus time.

At other times it's hard as fun

To do jus* w'at you're told.
An' like to get up early, an'

Be thankful when they scold;
But somehow when December comes.

An' hazel-nuts is prime,
I get so good I nearly die.

Round 'bout Chris'mus time.

I once played hookey, yea, I did.

An' went a-fi8bin\ too.
An' wished next day I hadn't 'fore

The principal got through;
But that was way last May that I

Committed of that crime —
I wouldn't do it now, no sir.

Round 'bout Chris'mus time.

— N. Y. Herald.

Santa Clans and the Monse.

One Christmas eve, when Santa Claus

Come to a certain house,
To fill the children's stockings tnere.

He found a little mouse.

"A merry Christmas, little friend,"

Said Santa, good and kind.
"The same to you, sir," said the mouse;

"I thought you wouldn't mind

"If I should stay awake tonight
And watch you for a while,"

"You're very welcome little mouse,"
Said Santa, with a smile.

And then he filled the stockings up
Before the mouse could wink —

From toe to top, from top to toe.
There wasn't left a chink.

"Now they won't hold another thing/'
Said Santa Claus. with pride,

A twinkle came to the mouse's eyes
But humbly he replied:

"It's not polite to contradict —

Your pardon I implore —
But in the fullest stocking there

I could put one thing more."

"Oh, ho!" laughed Santa, "silly mouse.

Don't I know how to pack?
By filling stockings all these years,

I should have learned the knack."

And then he took the stocking down
From where it hung so high.

And said: "Now put in one thing more.
I give you leave to try."

The mousie chuckled to himself.

And then he softly stole
Right to the stocking's crowded toe

And gnawed a little hole.

"Now. if you please, good Santa Claus,

I've put in one thing more;
For you will own that little hole

Was not in there before."

How Santa Claus did laugh and laugh!

And then he gayly spoke:
"Well! You shall have a Christmas
cheese

For that nice little Joke."

If you don't think this story true,
• Why! I can show to you
The very stocking with the hole
The little mouse gnawed through.
— ^Emille Poulsson.

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ORBGON TBACHBRS MONTHLY 267

BOOHS WORTHY
of CONSIDERATION

Brace ft Mayne's Fann Shop Work $1.00

Morris's Household Sdence and Arts 60

Oonley's Prindples of Cookixig 52

Eleaaor Smith's Music Course

Primer and Book One, each 26

Book Two 30

Book Three 40

Book Four 60

King's Elements of Woodwork 60

.Elements of Constraction 70

Constmctiye Carpentry 70

Bnffum ft Deaver's Agriculture 60

Ivins ft Merrill's Agriculture 84

Send joT catalogv£ and descriptive
circulars of books in any branches

AMERICAN BOOK COMPANY

WEW TOBX
OniCZNHATI

cmoAoo

ISSSta 330 East 22nd St., OHICAOO, ILL.

JUyLjQQgl^

268

ORBOON TfiACHBRS MONTBIiY

Playlnv Santa Claoa.

Once Peter and Patty and Polly
Went out for a ride on the trolley.

A quarter and dime

Each had at the time
To spend on some sweet Christmas
folly.

Polly and Patty said "candy,"
While Peter, a bit of a dandy.

Decided to buy

A dainty necktie
To make himself look spick and spandy.

And, then — on the corner stood Molly,
Thin, raised, and quite melancholy

And sobbing aloud

In the burryiner crowd.
For she'd fallen and broken her dolly.

Such a poor little midget they thought

her,
That rlerht up between them they
caught her;
To a toy shop they went,
Every penny they spent.
And a lovely new dolly they bougrht
her.

What a Christmas thingr! and so jolly.
That Peter and Patty and Polly,
All out for STOod times
With their quarters and dimes.
Should have chosen to spend them on
Molly!

—St. Nicholas.

A Plan Tliat FaUed.

Characters — Jack Lee, a boy of seven.
Santa Claus, a boy of eiffht. Scene —
Jack is seated on an ottoman pulling
off stockiners. He is dressed in grown
and cap ready for bed. A small bed is
at the back of stage.

Jack—
Whoever saw such slim legs as these!
Here's a hole in one toe and look at

the knees;
Such a lot of things I 'zpect Santa to

bring; •
These socks are too small for anything.
A pair of skates, a football suit,
A knife like Ned's, O say, it's a beaut!
A book or so, and a nice little gun,
A truly watch that will really run.
Some nuts and apples and lots of

candy.
Such stuff as that is always handy.
Such legs as these must cause lots of

worry
For poor Kris Kr ingle when he's In a

hurry.
Why, those golf socks of Tom's (He's

my cousin)
Are 10 times bigger'n these, or a dozen.
I b'lieve one would reach clear down to

the floor
And I know it would hold a bushel or

more.
Why, gee whiz! I'll tell you what 'tis.
Why couldn't I borrow that old one of

his!
It's of no use to him, at any rate.
He can't wear it; he's lost the mate.
And then old Santa would think it was

mine.

(Goes out and returns with very big
stocking in very gay colors, which he
pins up near the front of the stage.)

My. how it looms up! What a dandy.
It'll hold everything and a peck of
candy,

Hark! Isn't that Santa? That's surely

his sled.
Guess I'd better hop, real spry, into bed.

(Gets into bed and kicks a few times,
then lies still and begins to snore soft-
ly at first, then quite loudly. A racket
is heard outside. Enter Santa sneezing:
and coughing.)

Santas-
It's enough to make a goblin sneeze.
These stove-pipes are such a killing

squeeze. (Drops pack.)
Ah, the days of my youth I remember

with pain,
I never shall see such chimneys again.
They built them so low and so thick

and so wide.
No trouble at all down one to slide.
But now I must struggle and twist and

squirm.
And force myself through Uke an angle

worm.
Ah, then I was fat and hearty and

round.
And weighed, I should say, nigh three

hundred pound.
But now. Just look, 'tis easy to see.
What a wreck these improvements

have made of me.
In trying to squeeze through without

making a noise,
I've kept reducing my avoirdupois.
Till I've so little left of frame and

muscle.
That lifting my pack is quite a tussle.
And I've seen the time when a single

toy
Would drive a child nearly wild with

Joy.
But now, if I bring less than seven or

eight
They think that tbeir's is a Joyless

fate.
Then the elbows and dampers, too.
And a horrible stove for me to crawl

through,
Such a trial to me. If good folks only

knew
In pity they'd build an old-fashioned

flue.
My friends have oft urged me this busi-
ness to leave
But think how the dear Uttle children

would grieve
If Santa should fail them some sad

Christmas Eve*
I never could bear the dark desolation
That would fall on the wee ones all

over creation.
That reminds me. I must make ha»te.
If I get clear round there's no time to

waste.
Let's see, this is the home of Jack Lee,

I believe,
I've some very fine gimcracks at this
place to leave. (Takes out Jack's

bundle.)
Some new fangled skates and a foot-
ball suit.
This dangerous gun for him to shoot,
A truly watch that will really go,
A ten-bladed knife ana a book or so.
Candy enough to cause much woe.
xhis is his bed-room. too. I see.
Now where can that boy's stocking be?
There's only that one hanging there.

((xoes up and examines stocking.)
It belongs to a giant, I declare.
It surely can't be that this one I see
Is the one that is worn by little Jack

But since there's no other it really
must be. , . .

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ORlDOOir TBACTHflSRS MONTHIiY.

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When tillage begins, other arts
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the founders of human civilization. —
Daniel Webster.

In thy affairs do thou only what is
right, the rest will follow of itself. —
Goethe.

POULTRY CULTURE

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Have you ever read a copy of the Northwest Poultry Journal !

You haven't? Well, you've been missing something good for
about twenty-one years.

Just let us send you a copy of the December issue, free upon
request, and you'll agree with our other 13,800 readers that it is
a paper of worth — a journal with pep and full of readable
articles which are very practical.

The December issue is especially helpful for those just begin-
ning, as it contains explicit instructions about artificial and
natural incubation and brooding, also helpful articles about sev-
eral of the most popular fowls.

We will send a copy free to any address or enter a year's sub-
scription upon receipt of 50 cents. To make it irresistible we
will send a 50-cent poultry book free with a year's subscription.

Act today — be a self-starter !

C. F. WILLIABIS, Editor,
Northwest Poultry Journal Salem, Oregon

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260

ORBSGOlf TBACHERS MOBTTHIiY

I never expected to find 8uch a stock-

ingr!
The way these boys grow is certainly

shocking:.
Why, a fellow who wears such a stock-
ing: as this
Won't care for little boys' thingrs, I

wis.
A boy of seven would have thought

them a prize. (Searches in pack.)
But they're no good at all for a chap

of this size.
I'll put them all into my pack agrain.
And find something: else, more adapted

to men. (Puts cup, razor and book

in stocking.)
Here's a mustache cup, a razor, too,
A small dictionary, and that must do.
It looks pretty lank, but then, O my,
I never jcould fill it, it's no use to try.
But I'll Just pin a note here to Jack to

say: (Writes, reads and pins note

on stocking.)
"If you keep on growing: this wonder-
ful way.
Next year I shall find you toothless and

grray
Your stocking won't need to be so big.
I'll bring you false teeth and a wig."

(Puts Jack's thing back into pack.)
Now I must go and Oh, how I dread
The toilsome climb to my team and

Bled.
How much it would add to St. Nicholas'

Joys
If chimneys would grow as fast as

boys. (Exit.) (Jack wakes up, rubs

eyes and looks about.)

Jack —
Hello, Hurrah! 'Tis morning. I see,

(Goes to stocking.)
I wonder what Kris Kringle left for

me.
This leg, I think, looks mighty thin;
Guess ril take a peep within. (Takes

out cup.)
A horrible cup, for a mustache, too.
Guess I'll save it for a year or so;
A razor, that I can use at any rate.
Just the thing to carve fish-bait
Here's a book — a dictionary. Why, old

St. Nick
Has played me Just an awful trick.
There's not a thing I wanted at all.
Not a skate nor a knife, not even a

ball.
Oh, here's a note pinned to the toe.
Santa left it for me. I know.
It's all because of my wonderful plan.

(Reads note aloud.)
St Nicholas thinks I've grown a man.
I'll never get nice presents again.
Next year he'll bring specs and cane.
Boo hoo! That's my pay for being a

pifiT,
I'm 'fraid that stocking was most too

big.

— Lruella M. Huff.

Along the Columbia Highway

By AXJCA H. ABVOLD, Albtny, Ongon

Oregon has beautiful scenery, but
man is not content and tries to im-
prove it; thus wonderful things are
wrought. The Columbia River High-
way is a wonderful monument of
man's achievement and is grand with

natural beauty. Along the one side
is the Columbia river, while on the
other rise the fir-covered hills,
mountains, peaks, falls, etc.

The Highway is paved for miles
and miles east from Portland and
winds in and out, ever adding some
new beauty for the eye to feast upon.
There are seventeen concrete bridges.
Shepperd's Dell is one of the most
picturesque spots. Eleven acres at
this point was given to Portland by
George Shepperd for a public park.
Here -there is a 24-foot road which
was cut out of solid rock. The Shep-
perd Dell bridge is 140 feet above the
stream. Wah-Kee-Na Falls are very
beautiful. To the south is a moun-
tain towering up 3000 feet into the
clouds. From its base rushes a
stream with water as cold as ice.

Multnomah Falls is called the
"Queen of All American Cataracts."
There are really two falls; the first
one falls 600 feet and the waters
dash Into a circular basin with a
noise like thunder, then it rushes
under a slenderly arched bridge and
drops almost 70 feet where It joins
the Columbia river. It is a sight
never to be forgotten.

Another grand view is the Bridge
of the Gods which can be seen in the
distance. At Crown Point the high-
way encircles the top of a rock and
here you can view the shining Colum-
bia river for 35 miles in either di-
rection. At the highest point reached
by the road is Vista House, construct-
ed of concrete, steel, copper, and
glass. It is used as a rest-house by
the thousands of tourists who travel
the highway. The sights that can be
viewed from this house are beyond
words. The government fish hatch-
ery at Bonneville is said to be one of
the largest in the world. Here every
year millions of tiny trout and sal-
mon are propagated to re-populate
the streams. At this place a large
tract of government land is free for
the public to use for recreation.

Only, a faint idea is received by
reading this or any other description.
I have only mentioned a few of the
sights which can be seen. The only
way to fully appreciate this highway
is to see it with one's own eyes. A
woman who had traveled in Europe
stated that nothing she saw there
could compare with the grandeur of
the beauty viewed from the Columbia
River Highway. .

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BY ¥.a::'.^ litiE

OREGON TEACHERS MONTHLY

The Official Journal of the State Teachen' Assooiatioii

Vol. XXI SALEM, OREGON, JANUARY, 1917 No. 5

Published Monthly Except July and August by the State
Teachers' Association

Entered at the Poitoffice at Salem, Oregon, as second-claBB mail matter, April 1, 1898.

BDITOBIAI.' BOABD

H. D. SHEIiDON, School of Education, University of Oregon, Engene

E. F. OARLETON, Assistant Superintendent of Public Instruction, Salem

C. T. BONNEY, County School Superintendent, The Dalles *

R. £. OHLiOUPEK, Director Manual Training, Pendleton.

O. O. DONEY, President Willamette University, Salem

E. S. EVENDEN, Department of Education, Oregon Normal, Monmouth

MRS. M. L. FULKERSON, Institute Instructor, Salem

GEOHOE W. HUO, City Superintendent, McMinnville

HOPKIN JENKINS, Principal Jefferson High School, Portland.

MISS VIOLA ORTSCHILD, President Grade Teachers' Association, Portland

E. D. BESSLER, Department of Education, Oregon Agricultural College, OonralUs

MISS LILLIAN TINGLE, Supervisor Domestic Science, Portland

OHAS. H. JONES, Business and Managing Editor, Salem

"r ■ ' ' ' ■ 11

BULBS or PX7BIJCATI0N

1. The mailing label on the Oregon Teachers Monthly shows the date to whieh subserlp-
tiens are paid.

2. The Oregon Teachers Monthly will be sent to subscribers until ordered discontinued
and all arrearages are paid.

3. Notice of change of address should be given at once, naming both old and new
postoffice.

4. When renewing, always state that subscription is a renewal.

5. The subscription price, including membership in State Teachers' Association, is $1.58
s year in advance. Single copy, 20 cents.

6. Advertising rates will be furnished on application.

Address all communications to Oregon Teachers Monthly, Salem, Oregon.

Editorial Notes

Chairman Ackerraan of the committee on Teachers' Code of Ethics
has been addressing the annual teachers ' institutes on that theme. His
severe arraignment of unprofessional conduct has been heartily en-
dorsed as shown by the applause and resolutions. If the State Associ-
ation adopts a fairly complete program and decides to enforce the
observance of a code by punishing offenders, it will be comparatively
easy to bring members into line. Many, if not most of the unethical
acts are the result of thoughtlessness and ignorance of what profes-
sional conduct should be. If the association succeeds in enlisting in
its membership a substantial majority of the representative teachers,
the code which will result from the careful deliberations of the Repre-
sentative Council in the annual meeting, December 27-29, will set a
standard not only for the membership but for all teachers in the state.
The fact that associations of physicians, lawyers and other professions
have a Grievance Committee and actually pass judgment on offenders
against their codes is a strong factor in their high standing with the
public. It will probably bo deemed inadvisable to set up too drastic
standards at first because teachers must be given time to re-adjust

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262 OREGOHr TBACHBSRS MONTHLY

their thinking and to develop a sort of class consciousness. Strict
enforcement of a moderate and generally approved code against in-
tentional violators will do much in the way of strengthening the State
Association with its members and in gaining the respect of the public.
The machinery of enforcement may be the appointment of a state com-
mittee with a representative in each county or independent county

committees subject to review by a state committee. — R.

• • •

What is the difference between **He's an old fogy" or "he's a
young fogy," and '*he's up to date," **he's progressive"! It is a dif-
ference which all teachers are very interested in knowing and in having
made in regard to their educational status. It is a difference which
•cannot be maintained without constant growth and into which no
X>etrified fdeas may enter. With the ranking of education as a science
and the application of scientific methods to its study, there is perhaps
no work which is progressing faster or which calls for a more con-
stant effort to keep up the pace. This may be done in many ways,
both in service and by periodic intervals of fresh preparation, but to
many teachers, especially to those upon whom others are dependent
for support or assistance or who have children to educate, this recur-
ring demand for additional preparation seems unfair, and some times
is an unjust hardship. On the other hand, the work of teaching is
that of giving the ideas which will serve as the foundation for the life
work of all men and women and these ideas must, therefore, be true,
distinct, and up-to-date. For the purpose of keeping the sources of
knowledge fresh and of avoiding Dr. Arnold's ** stagnant pools" the
accepted standard is the traditional sabbatical year of rest, travel
and study, or the more frequent attendance of summer schools and
institute courses. In cases where the salary is none too large and
expenses heavy this frequently means a period of conscientious saving
in order to do some further work and thereby become prepared for
the next period of conscientious saving. To complain at this demand
is to confess a failure to fully appreciate the responsibilities of a
teacher and to comply with it means in many cases being dependent
in old age. To many underpaid teachers the ** bugaboo" of that
"rainy day" in the future is the influence which comes in conflict
with the demand for more preparation, more travel, more study and
more research. If the demands of professional efficiency are so heavy
that they make adequate saving unusually hard, destroy recreative
summers and cause worry over the future, is not this condition an
argument in favor of an intelligent teachers' retirment fund which
will at least enable the teacher to meet these professional requirements
more cheerfully? — E.

* m *

Speed the day when prospective teachers will have to pass health
examinations and when these examinations will be the most rigid of
any to be passed. A great many people feel that teaching has too

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ORBGOy TKACTHgRS MONTHLY 268

long been the vocational asylum for financial incompetents, industrial
misfits, and the physically and nervously debilitated. This feeling,
based upon a conspicuous minority, casts an unjust reflection upon the
thousands of worthy men and women teachers. It does, however,
make it rather imperative for teachers to guard their health and
conserve their strength, for teaching stands notably low in the number
of years of service and correspondingly high in mortality during
service. It is hard to convince the person who is not a teacher that
the six or seven hours spent in the school, which is all he sees to it, is
extremely enervating, to say nothing of the hours spent in preparation
for the following day or the ever-increasing number of demands upon
her time and energy for social and community obligations, the phase
of the teaching work which is perhaps most fatiguing is the incessant
rapid change of attention, from question to answer, from discipline
to temperature of room, from distribution of questions to devices of
instruction, from class requirements to needs of individuals, all and
more of which use nervous force very rapidly. In addition even to this
a teacher must be an inspiring example of enthusiasm which it is almost
impossible to maintain under the handicap of physical weakness. Isn't
it very significant that certain pulmonary troubles and neurasthenia
are now being called teacher diseases! Surely teaching is a work
which deserves the best you can give and this best is largely condi-
tioned by your health. You should then make your preparation for
this part of your work, if anything, more thoughtful, more regular
than for any other part or parts, for what will be the use of having
your arithmetic or geography lesson outlined and prepared if you are
not able to get it properly before the class! Increase your teaching
efficiency by starting a systematic campaign for personal health, and
as three essential parts of that campaign initiate a regular daily
program, cheerful recreation and regular exercise. During the short
days of winter the last of these is the hardest to follow but is also
more necessary than at any other season. Be especially careful of tho
hours between four and six in the afternoon ; that is the time when the
fatigue curve for the day is at its lowest and is not the time to remain
in school rooms, full of vitiated air, to prepare the work for the next
day, but rather a time for exercise and fresh air, even if it is necessary
to obtain them in front of an open window. Look well to your healtli
and you will not need as much attention to your work, or your happi
ness, and you'll be none the less a teacher. — B.

Some men make you feel as though the warm sun had just broken
through the clouds, while others make you feel as though a sudd on
east wind, with its arms full of cold fog, had caught you with too ihin
clothing. — Selected.

Memory is the cabinet of imagination, the treasury of reason, tho
registry of conscience, and the council chamber of thought. — Basil.

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Retardation in the Public Schools

By O. A. BBI8COE, Superintendent of Aeblftnd Seboola

For the purposes of this discussion the term retardation is used in
the commonly accepted meaning of ** lagging'' behind an established
grade normal for the age of the child. The year between the age of
6 and 7 is considered the normal one for the first grade, 7 to 8 for
the second grade, 8 to 9 for the third, and 13 to 14 for the eighth.
The age given for the first grade is an arbitrary one, probably finding
its best reason, if one be needed, in the large numbers of children of
this age in the first grade. When the age for first grade is determined
for any investigation each succeeding grade necessarily finds its
related age.

A pupil progressing regularly, beginning school at six would com-
plete the elementary school course of eight years before he had passed
his fourteenth birthday. Such a child would make a normal record.
If he, for any reason, should get on in school faster than the age for
grade indicates he would be an accelerate, or below age for grade, and
should he lag behind grade for age he would be a retard or above age
for grade.

The causes of retardation are many. Among the most productive
ones are the following: Late entrance, irregular attendance, sickness,
inability to use and to understand the English language, physical de-
fects such as poor sense organs, adenoids, diseased teeth, tonsils, etc.
Of course it goes without saying that to effect a cure for retardation
the cause or causes must be diagnosed and treatment administered in
an intelligent manner.

* * *

The full meaning of over-age does not lie wholly in the fact that
children may leave the elementary school before completing the course
but in the fact that while they are in school the instruction may not
be well adapted to their abilities. Therefore, they do not receive the
full benefit of the instructions given on the one hand and on the other
being improperly classified they are a burden to the teacher, pre-
venting her from giving the proper attention to the other members of
her class. In addition to all this, the number of over-age pupils in the
grade affects the number of children going to the high school and the
number that remain therein to complete the course; for it is well
known that few over-age pupils have the courage to remain in high
school to complete the full course.

During the year 1913-14, the teachers in the Ashland schools made
a preliminary study of retardation in the schools of that city. When
the data was tabulated it was found there were enrolled in the
grammar scliools for the year, 801 pupils, divided as follows: 381 boys
and 420 girls. Of these 275 were below age for grade (accelerates).

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OREGOy TBACHBRg MONTHLY 2(6

113 boys and 162 girls. There were 272 pupils of normal age for
grade, 136 boys and 136 girls. The group above age for grade con-
tained 254 pupils, 134 boys and 120 girls.

The equality of the number of pupils in each group was surprising
and can be shown more definitely by the following: (a) Below age for
grade, 275; normal age for grade, 272; above age for grade, 254. (b)
Below age for grade, 113 boys and 162 girls; normal age for grade,
136 boys and 136 girls ; above age for grade, 134 boys and 120 girls.

Some time was devoted to a study of the causes operating to pro-
duce retards. These were grouped into a few general terms such as
(1) did not enter school till late, (2) moved frequently and was often
put back a grade, (3) protracted illness, (4) physical disabilities, (5)
slow development, and (6) lack of parental control.

In the writer's opinion, one very large factor in non-promotion,
consequently in retardation, does not show in any data that may
be collected. This factor is so intangible that to name it is as difficult
as to collect it. It is traditional, all but personal and very pervasive.
For lack of a better name we will call it not revenge, not retaliation
hy way of the law of compensation, not self-defense, but a fear upon
the part of the teacher of criticism by the teacher in the next grade
above her, and this fear reinforced by the conviction that the pupil
did not do his best or the result would have been different. Probably
ro teacher would be quite willing to admit that she is influenced by
such conditions, yet the fact remains that pupils are held in grades
when the odds are greatly in their favor that they could go on with
the work of the next division just as satisfactorily as they are at the
present standing.

During the school years 1914-15 and 1915-16 the teachers in the
same system have worked with the hope of increasing the efficiency
of the system in order to reduce the amount of retardation. At the
end of each semester data was collected which showed that some gain
was made at each tabulation. However, figures collected November Iv
1916, will be given for comparison with those of May, 1914. These
figures are used because they serve a double purpose — they show the
exact standing of each pupil in the schools at that date as to retarda-
tion and as to the results of the conditional promotion in the schools :
Below age for grade, 302; normal age for grade, 243; above age for
grade, 178.

Reducing the figures of May, 1914, to per cent we find at the end
of the school year, 34.4 per cent of the entire enrollment to be ac-
celerates or above grade for their age, 33.7 per cent at grade for ag(*
or normal, and 31.7 per cent retarded or below grade for age. Re-
ducing the figures of November, 1916, on basis of actual attendance,
we get the following: 41.7 per cent of the pupils are accelerat^'d,
33.4 per cent of the actual attendance is normal, and 24.6 per cent of
the actual attendance is retarded. It is well to notice here that *h<*
9 B grade is included in the figures of 1916 and that a larger nuiril)er

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266 ORKGON TBACHBRS MOBTTHIiT

in that class shows retardation than. any of the others. If that class
were taken from the report the per cents would read 42.9 per cent
accelerates, 33.3 per cent normal, and 23.7 per cent retards.

These figures show that there are more accelerated pupils in the
Ashland schools in 1916 than 1913, that the number of normal children
for their grades is the same and that the number of retarded children
is fewer. It seems fair to conclude that progress is being made in
reducing the number of retarded pupils as well as to increase the
number of accelerates.

Mr. Strayer, in '*Some Problems of City School Administration,"
gives as the results of the study of the Butte, Montana, schools the
following facts: **7.4 per cent of the total number of pupils in the
schools are under age for grade. 41.1 per cent of the pupils are of
normal age for grade, and 51 per cent are over age for grade.*'

Therefore it may be quite interesting to continue the study in order
that we may find what has led to such a result in a small city school
system. Ashland has a population between 5,000 and 6,000. Its people
are thoroughly American and deeply interested in educational affairs.
The question of dealing with foreigners must be eliminated to begin
with. Ashland is also a typical western town, its population being
subject to the fluctuation common to all western towns. A large part
of the retardation is due, possibly, to those who enter school at over
age because of residence in districts where no school privileges are
provided or because the children have had poor school accommodations
before moving to Ashland. Other than these questions the conditions
for no retardation are favorable in Ashland.

« * *

There are two regular periods of promotion in the Ashland schools :
One at the middle of January, the other at the close of the school
year in May. However, any pupil may be promoted or demoted at any
time during the school year if it is the judgment of the principal and
the teacher that better work can be done by that pupil in some other
grade than the one to which he has been regularly assigned. At the
regular promotion period, there are two kinds of transfers or promo-
tions given; one does not bear the word ** conditional*' and the other
does, stating the subjects in which the pupil is conditioned.

Pupils receive eight report cards during the school year. Excepting
the six weeks at the beginning of each term a report card is sent home
regularly every four weeks. The grades on these cards are made up
by the teacher's estimate, records of daily work and monthly tests
given by the teacher. Any pupil in the grades having an average
standing of 90 per cent in any study and 95 per cent in deportment
may, if he cares to, escape the examinations given by the principal
when he sees fit to give them. At the end of each semester the superin-
tendent of schools gives an examination in each of the subjects. Any
pupil, however, who has maintained an average of 90 per cent in any
subject and 95 per cent in deportment may be excused from the. su-

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ORBGOJr TBAOHEaig MONTHIiY t$r

perintendent's examination. If any student fails to secure a grade of
75 per cent upon the superintendent's written examination he is con-
ditioned in that subject. If more than two subjects are unsatisfactory
he is retained. At the January promotion he must show satisfactory
progress in his new grade at the end of the sixth week or be returned
to a grade where he can do satisfactory work. For the May promotion
period he must, during the summer, make up the conditions marked
upon his grade. This may be done by home study, by private tutor
or attendance at a summer school. However, a satisfactory examina-
tion, given by the superintendent of schools must be passe 1 before
these conditions are removed.

The question now arises, what is the effect of such a system! Does
it lead to confusion? Does it tend to place pupils in higher grades
when they should be repeating work, or does it enable pupils to go on
into the next grade and there do satisfactory work when, upon the
face of the teacher's records, the pupil is unable to earn a regular
transfer? To get at these facts the transfer of May, 1916, will be used.

In May, 1916, the following illustrates the situation at that time:
Number retained, 54 ; number conditioned, 107 ; number promoted, 440.
After the school had been in operation for two months this year there
were in school in the grammar grades 668 pupils, which makes 67 more
pupils than there were at closing time in May, 1916. This means that
the losses, while great, were overbalanced by the gain in moving into
the city, the effect of which is to increase the amount of retardation.
The pupils that this part of the article cares to deal with are the 107
pupils that were conditionally promoted. We find, by examining the
figures that 17.8 per cent of the pupils in school in May received a
conditional promotion and 8.8 per cent of the pupils in school were
retained in the same grades as they were the preceding semester. In
other words, not over 73 per cent of the pupils received a straight
transfer to the next grade, few, if any, of whom are ever returned to
the grades below. About 9 per cent of the pupils remaining in school
are left in the grades for another semester. Occasionally, one passes
to the next grade through summer work, but not often.

Lying between these two groups — those regularly transferred and
those retained in grade — is another including about 15 per cent of the
number of students in school at the promotion period. The teachers
are not willing to give them a regular transfer upon basis of work
done, yet feel there is a possibility that some, it may be many, could
do as well in next grade as they have done in the grade below. To
these should be given a conditional transfer, naming in red ink the
subjects in which the pupil is weak. There is no opportunity out of
school for the removal of these conditions at the beginning of the
second semester. So the conditioned pupil is put in next grade on
trial for six weeks. If his work is satisfactory to the teacher in charge
at the end of the trial period he is permitted to remain. But the pupil

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268 ORKGOy TEACH3BRS MONTHLY

and the parent both understand that poor work upon the part of the
pupil will reurn him to a lower grade.

Those conditioned at the end of the school year have the vacation
period to remove the condition. This they may do by home study,
summer school or private tutor. However, each pupil must take a
written examination, given by the superintendent of schools for the
removal of all conditions. It seems that a large advantage of this con-
dition and trial period comes from it putting the pupil to his best
efforts and enlisting the parents' support in the child's welfare. As
evidence of the results obtained a few reports upon pupils conditionally
promoted will be inserted.

"Retained in 6 B grade, but on account of Miss 's room being

so much larger than mine, I have been giving him a chance to try 6 A
work ; he has succeeded in doing good work in all but two subjects and
I am working to strengthen him in these ; he has done better work than
some who were given straight promotions. I believe he will make
his grade."

** Conditioned in arithmetic and physiology; removed same by ex-
amination; is doing fair work in all his studies."

** Straight promoted, but put back in 6 B on account of poor work ;
is babied too much by parents who allow him to stay out of school
for least sign of cold, etc."

'*Pour conditioned in 7 A arithmetic; all have removed conditions
and are doing satisfactory work in 8 B."

**Ten conditioned in 8 B arithmetic. One has moved away, one
failed to remove condition and was returned to 7 A; the other eight
are now doing good work in 8 A."

** There were three retained in 3 B; one does excellent work, the
other two are still poor in their work. One promoted conditionally
into 3 A, by reading in both classes, does fairly good work."

**In 1 B, two retained; two promoted conditionally — one moved
away, the other doing satisfactory work."

**In 4 A, one retained. Two conditioned — one removed condition
by summer school, the other by home study. Both doing good work.'*

**The three conditioned are doing fair to good work in 5 B."

**Did 8 B and 8 A work last semester, now doing good work in 9 B."

Of the 107 pupils who were conditionally transferred the reports of
November 1, 1916, show that ten of them were returned to the grades
below. The reasons assigned for these failures are sickness, laziness,
lack of ability. In the end, then, 537 separate pupils earned single
promotions and 17 earned a double promotion, making in all 554 pro-
motions out of a possible 601, or nearly 91 per cent of the possible
single promotions.

Mr. Ayers, in ** Laggards in Our Schools," gives the following per
cents of transfers for some of the larger cities of the United States :
New York City, 81 per cent ; Chicago, 84 per cent ; Cincinnati, 83 per
cent ; Columbus, 78 per cent ; Kansas City, 71 per cent. He says, **Prom

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OREGOBf TKACHBRS MOWTHLY 269

these figures it appears that we shall not greatly err if we estimate
that about 80 per cent of the pupils in a system may be reasonably
expected to advance at each regular time of promotion, and that 20
per cent will fail to be so advanced." Mr. Ayers says further in his
study and survey of the Springfield, Illinois, schools: ^*In general,
the promotion rates are well up, ranging from 85 to 90 per cent. The
promotion rate for the entire city at the end of June, 1913, was 90
per cent, while at the end of January, 1914, it was 87 per cent. For
the individual schools the rate varied from 79 per cent to 97 per cent.
• • • In connection with the study of promotion rates it is noteworthy
that the schools having the higher promotion rates have fully as good
showings in the quality of their class room work in writing, spelling,
and arithmetic as do those having lower promotion rates. In the
opinion of the members of the survey staff the promotion rates in
Springfield are not too high and it is believed that more general satis-
factory progress is being made with these relatively high promotion
rates than would be the case if a smaller proportion of the children
were promoted at the end of each term."

In the 1914 annual report of Supt. C. I. Collins, Eugene, we find:
**At the close of the first semester, 89 per cent of our pupils in all
departments received promotion. At the close of the second semester,
93 per cent were promoted."

The survey staff in Butte, Montana, found that 18 per cent of
pupils remaining at the end of the semester failed to receive promotion.

In May, 1914, the per cent of promotion in the Ashland schools was
93. In the same schools in May, 1916, the per cent of promotions was
nearly 91.

* * *

The findings of the Butte, Montana, survey board, the conclusion of
Mr. Ayers, after the Springfield, Illinois, survey, the experience of the
Eugene schools, and the Ashland schools — all point to 90 per cent of
the pupils remaining in school at the end of any term, as a reasonable
number for a somewhat efficient system to pass from grade to grade.
It seems that such a number might be established as a standard or
measuring stick for a system of schools. If the number of promotions
greatly exceed that mark, it might be well to investigate the reasons
therefor and if a system of schools fails to approximate 90 per cent of
number belonging at transfer time, it may be well to conclude that too
many pupils are being held in grade. In other words, the course of
study somewhere does not fit the abilities of the children. To ward
off the suggestion that the application of the State Course of Study in
the Ashland schools is administered with an easy hand, the results of
the state examinations given in Oregon to eighth grade pupils may
be taken as evidence.

In the Ashland schools in 1914, 96 per cent of the pupils writing
received their promotions to high school. In 1916, 94 per cent of the
pupils received their promotions to the high school. The questions for

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270 OREGON TEACHBRS MONTHLY

these examinations are made out by the State Superintendent and the
manuscripts are graded by a county examining board. All those
writing from any county being graded by a group of school men
familiar with the wishes and ideals of the state office and concerned
about the best interests of the schools are not likely to err repeatedly
by passing a large number of unprepared pupils into the secondary
schools of any community. The largest number of failures is in the
first grade and decreases, not regularly but irregularly, until the
eighth grade is reached. Since the amount of retardation is not great
in the Ashland schools as compared with some other systems, being
less than 25 per cent, and the number passing the eighth grade state
examinations being large, does it not seem that the rate of promotion
in any school can be large without destroying the efficiency of the
school ?

A large promotion rate accomplished in the following ways: (1;
Semi-annual promotion periods enabling the teacher to re-adjust her
classes frequently; (2) a trial promotion giving every pupil who has
at least a possibility of doing the work an opportunity; (3) the cLaiice
of any child being promoted at any time in the year when he demon-
strates ability to do work in an advanced grade, or being demoted
when it seems that the best work can be done in a lower grade: (4}
extra help given by the teacher to the brightest and the slowest pupils
to help one make an advanced grade and to assist the other to keep in
grade; tends toward keeping the pupils in any system from beintc
highly retarded.

When a system is free from a large amount of retardation for a
few years or several years, it is far more economical, efficient and
satisfying. It is more economical because one-half or one-third of the
pupils of a system repeating the work already done requires more
teachers than would otherwise be necessary. It is more efficient, be-
cause pupils of the same age, likes and dislikes are grouped together.
The teacher devotes her time to teaching pupils of the same age and
ability instead of having to adapt her work to many ages and abilities.
Satisfying, because the pupils who annoy by lack of attention and
effort are gone and the teacher is able to devote her time to the in-
struction of a class of children whose ages cause them to have like
interests and response. It seems that in thus measuring any system
of schools, the amount of retardation, when taken into consideration
with other modifying conditions, should determine the effectiveness of
that system of schools.

Like flakes of snow that fall unperceived upon the earth, the seem-
ingly unimportant events of life succeed one another. As the snow
gathers together, so are our habits formed. No single flake that is
added to the pile produces a sensible change ; no single action creates,
however it may exhibit, a man's character. — Jeremy Taylor.

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A Teacher's Code of Professional Ethics

Simeittons by PBE8 J. H. AOKBBMAJSf wd MAEIOW OOUKTY COMMITTEE

Much interest in school circles is manifested concerning the adop-
tion of a code of ethics for teachers ; so much so that many institutes
have passed resolutions favoring such a code and also requesting the
State Association to take favorable action on such resolutions. So
insistent has the demand been made that a committee has been ap-
pointed by Mr. E. F. Carleton, president of the State Teachers' Asso-
ciation, to consider the matter and report its recommendations at the
forthcoming meeting of the association. Some of the proposed articles
of the code are :

1. Loyalty to all movements looking towards raising the standards
of the teaching profession, to the principal or superintendent and to
his fellow workers.

2. Never to make an application for a position until a vacancy
has actually occurred.

3. Never to underbid.

4. Never to undermine.

5. To immediately withdraw all applications when a position has
been secured.

6. To immediately notify all persons who may be actually assisting
him in securing a position.

7. When a contract has once been signed not to ask a release from
the same without the willing and written consent of the contracting
school board.

8. To support the State Teachers' Association to the extent of
subscribing for the Oregon Teachers Monthly.

* * *

Teachers' Code of Ethics.

To establish profession ideals, to dignify the profession, to stand-
ardize professional conduct, to elevate the professional spirit, and to
create in the minds of others a deeper respect for the profession, this
code is devised.

1. The teacher should have a single standard of conduct, both
in, and out of the school room ; this standard should be governed by
the highest principles of courage, justice, purity, and unimpeachable
morality.

2. All who teach should cultivate the cardinal virtues of discre-
tion, economy, honesty, temperance, engaging in only such avocations
or pursuits as will bring the profession into the highest respect.

3. Teachers must remain loyal to the profession at all times.

4. The practice of using the teaching profession as a stepping-stone
to other, so-called, higher professions is hereby deprecated and con-

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272 OREGON TBACHBRS MONTHLY

demned ; persons engaged in teaching avowedly under such conditions
are unprofessional and are not entitled to be classed as professional
teachers.

5. No teacher should in the slightest degree encourage aspirants
for the profession unless the parties be known to be especially fitted
for the arduous duties and responsibilities thereof.

6. Teachers should strive at all times to honor, dignify, and pro-
fessionalize their work. They should fearlessly expose immoral, cor-
rupt, or dishonest conduct in the profession, and there should be no
hesitancy on the part of teachers in exercising utmost diligence to
disqualify and disbar the teacher whose conduct at any time becomes
a reproach to the profession.

7. The indiscriminate giving and receiving of recommendations is
hereby condemned. Teachers should refrain from asking for testi-
monials, but rather ask for the privilege of referring to those who can
and will give accurate, intelligent information concerning their
qualifications.

8. It is perfectly proper for teachers to seek preferment and pro-
motion by legitiment means; but, any sort of endeavor to establish
reputation, or to obtain position by inuendo, exploitation, compli-
mentary press notices, or advertisements, is undignified and unpro-
fessional.

9. It is undignified and unprofessional for teachers to bid for
positions. A teacher should know the salary attached to a given posi-
tion before applying for the same. All other things being equal, it is
undignified for a tet^cher to succeed to a position at a lower salary
than that paid the preceding teacher. Teachers should constantly
strive to create a public opinion favorable to remuneration commensur-
ate with their work.

10. It is unprofessional, undignified, and dishonorable for any
teacher to apply for a position not avowedly vacant, or to under bid
another teacher, or to attempt to secure a position which another holds
or has a fairly good chance of holding.

11. Teachers should refrain from and discourage the indiscrimi-
nate applying for different positions at the same time. It is unjust,
undignified, unprofessional, and dishonest to accept one position with-
out withdrawing all applications for other positions.

12. Self-respecting teachers will, in their several relations, en-
deavor to exemplify the ** golden rule.''

13. A letter from one teacher to another, inclosing return postage,
should always receive a reply. If the information cannot be given or
the desire granted, professional courtesy requires that the author of
the original communication be so informed.

14. Confidential communications of any kind between teachers
must not be violated at any time thereafter. The daily transaction of
business in the school room should be free from discussion outside.
Teachers' gossip is unpardonable.

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ORBGON TBACHBRS MONTHLY 278

15. It is undignified, unprofessional, and dishonorable for a
teacher desiring to succeed to a given position to use any influence
whatever whereby the incumbent may be handicapped or vacancy
created.

16. In a contest for position, none but strictly fair and honorable
means should be used.

17. Adverse criticism of a predecessor or of a co-worker, either in
or out of school is unethical, unless made to the proper officials and
with the intent of serving professionally.

18. A retiring teacher should leave full reports for the guidance
of his successor.

19. A superintendent or other official to whom is intrusted the
power to employ teachers should not knowingly employ a teacher
under contract without the knowledge and consent of the employers
of said teacher.

20. Families of deceased teachers are commended to the special
care and favor of surviving teachers, particularly to those in authority.
All the courtesies common to members of the older professions should
be observed by members of the teaching profession. Surviving teach-
ers are especially enjoined to attend carefully to the education and
employment of the children of deceased teachers.

21. Bad opinion of the members of a board of education, of a su-
perintendent or other superior school official, no matter what the
cause for such opinion, can never justify a teacher or other inferior
school official in publicly expressing such opinion as long as such
official relation exists. Those in authority are, in turn, duty bound
to withhold from the public information and opinions as to the personal
qualities or the professional attainments of teachers so long as said
teachers are under contract.

22. It is the duty of teachers to aid in every honorable way in
establishing and maintaining the dignity, good name, and usefulness of
boards of education, superintendents, and others in authority. Boards
of education, superintendents, and others in authority are, in turn,
bound to recognize and maintain all the rights, privileges, and amenities
justly accruing to teachers.

23. Teachers owe it to their employers and supervisors to attend
punctually, regularly, and faithfully to all duties assigned them, and
at all times to show good cause for failure to do so.

24. The practice of violating contracts with boards of education,
at unseasonable times, is hereby depricated. The mere release of a
board of education is not sufficient to justify a teacher in terminating
a contract in a shorter time than that allowed by law. In general,
teachers moved by the highest consideration for the profession will
terminate contracts only for the gravest and most important causes.

25. In communicating with parents or guardians, teachers should
exercise the utmost candor. They should hold inviolable all informa-
tion as to the financial limitations of children or wards, their physical

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274 OREGON Tl&ACHBRS MONTHLY

or mental defects, their geneologies, and any information the public
discussion or the mention of which would tend to prove humiliating,
discouraging or displeasing to said parents, guardians, children, or
wards.

26. It is the duty of any teacher coming into a community to sur-
render or forego such of his or her pleasures as may conflict with the
best influence in that community even though he or she may be
strongly of the opinion that such pleasures are harmless.

27. The very best services of which a teacher is capable must be
given the community where employed.

28. The true teacher will strive to place whatever educational
facilities the state can afford within reach of the humblest of her
citizens.

29. Every teacher owes it to himself, to the profession, and to the
state to secure the most efficient training and to strive for professional
growth in service.

30. Every unit of organization shall maintain a committee to in-
vestigate, and pass upon all cases coming within the provisions of this
code. — Marion County Committee,

A SONG THERE WAS

A song there was that quelled the fears

Of they who ancient pastures trod,
Back through the lengthening stretch of years

When came the infant son of God.

And through the years that self-same song

Has journeyed with life's caravan.
Until today, sweet, clear and strong

It cheers the hungering heart of man.

A light there was, a light ablaze

And wise men knelt them down to pray,

Then hurried on in great amaze
To where the new-born Christ Child lay.

And through the years that self-same light

That hung o'er Bethlehem of old.
Has shown for mankind clear and bright,

A guide unto the Shepherd's fold.

— Lewis Allen.

He only is great who has the habits of greatness; who, after per-
forming what none in ten thousand could accomplish, passes on like
Samson, and ''tells neither father nor mother of it." — Lavater.

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Adolescence and School

By E. 8. EVENDEM', Department of Educatloii, Oregon Normal School

One of the most important periods in the development of boys
and girls, and one of the most important problems for teachers to
solve is the ** storm and stress" period of adolescence. After the
monumental work of Pres. G. Stanley Hall had so forcibly called this
period to the attention of the educational world there was a lull in
the interest in this subject, which is now giving way to a new realiza-
tion of the significance of adolescence in school work. This awakening
has caused such recent changes in our organization of schools as the
junior high school, which claims as one of its chief advantages a
better adjustment to the adolescent and the ever-increasing, not-to-be-
denied demands of capitalists, labor unions and industrial leaders, for
more vocational education. If this new interest is to be effective in
bringing about any real reforms it must be based upon a thorough
understanding of this stage of development by every teacher and not
merely by a few superintendents, college presidents and judges of
juvenile courts. This is too tempestuous a period to brook delays and
indecision, for as the iron must be struck when it is at the right heat
to make the truest steel, just so must the ideal be given when the
demand comes — ^not after other and undesirable ones have been sub-
stituted. Above all else the knowledge of this period must be tempered
with sympathy.

In this time of many changes the most noticeable are the physical
ones. There now begins rapid growth, during which the body reaches
practically its full height, the chest capacity increases, not always in
proportion to the weight and height, and the larger muscles increase
so rapidly that a period of awkwardness follows before these new
arms and legs can be brought under control. This change is made
more pronounced by the high degree of muscular coordination which
characterizes the period before adolescence. The heart increases in
size and strength faster than the arteries, making it a period of
varying blood pressures, with resultant physical restlessness. The
brain and nervous system attain their mature size and development,
the sexual instinct appears, the sexual organs function, and in the
case of the boy the voice changes. These are all normal changes, but
are new and not understood by the adolescent, consequently they
should not occasion mirth or slighting comment as the last mentioned
change is very prone to do. This is the time when the boy or girl
needs exercise and out-of-door recreation, the constructive kind, which
will recognize the physical differences and strengthen where new
strength is needed. This period is characterized by active athletics,
especially in high schools, and very frequently they are too active.
It is 80 easy now for the boy with his man's body to overtax his

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276 OREGON TBACHBR8 MONTHLY

unknown strength in such a way that interest is paid on his ignorance
or over-enthusiasm for the remainder of his life. Here is a time when
some of John Locke's ** Hardening Process'' may profitably be in-
itiated, such as plain, but nourishing food, plenty of fresh air in
sleeping rooms, cold baths and regular exercise. There is a tendency,
especially with girls at this period, toward pampering, which is not
conducive to future happiness. Mortality is low during this time but
the resistance to disease is offset by a very high morbidity, which is
yearly becoming more of a problem as our young people are forced
to enter the economic struggle of life unprepared.

Adolescence is characterized by mental and moral changes as
pronounced as the physical changes, even though not so apparent.
Justice has never b,een done in describing this mental upheaval started
by the sudden realization by the individual that he or she is a member
of society with all the duties and responsibilities which this entails.
Without much warning the boy or girl is flooded with introspections
and observations largely concerned with himself. These introspections
concern the fundamental laws of nature, society, the family and re-
ligion, the **whys" and *' wherefores" of facts which he had simply
taken unquestioningly up until then. Now he is prone to set up
standards of efficiency, appearance, accomplishments, social, athletic
and scholastic, and apply these to himself. Generalizations of any
kind are at a premium because of the increased power they give him
in his abstract problems.

Adolescence is also a period of social transformations, starting many
times in the home where parents fail to understand and make allow-
ance for these many changes. This frequently causes a drifting from
intimate family relationships previously maintained, because with all
these bewildering changes the boy or girl needs some one to advise
with him, to sympathize with his wild schemes, to admire him, to love
him, and parents do not find it easy to make the transition, but rather
try to hold to the old order for a while longer, and resist the first
pair of long trousers or the ''doing-up" of the hair. Social groupings
are very common now, based on the wealth, education or occupation
of the parents. Within these groups is liable to be the special confidant
in matters which should go to the parents or teacher. Consciousness
of the opposite sex is one of the first social changes, manifested in its
earlier appearance by excessive shyness and a certain amount of
aloofness, to give way soon after to the many studied attempts to
please and attract attention. To the unsympathetic this is the time
of annoying giggles and **he saids" on the part of the girls, and of
crude braggadocio and roughness on the part of the boys. Out of
these grow the adolescent love affairs, many transient and a very
few life-long.

In addition to these physical, mental and social changes there is
another point of paramount importance to be remembered by the
teacher, and this is the idealistic nature of this period. Life's govern-

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ORBGOW TMACHKRS MONTHLY 277

ing ideals are formed now and are made into the habits which com-
prise character. History is replete with instances of great men and
women from all walks of life, whose life work started from adolescent
ideals, and moreover, who accomplished some notable piece of work
along their chosen line before the completion of later adolescence.
Relatively few successful changes of occupation occur after the close
of this period.

The boy or girl is full of wild schemes to make money or plans
for establishing his financial and social independence. Problems of
moral import are now prominent and much self-analysis results. Mat-
ters of religion are of utmost importance as testified to by the larg^
number of conversions during adolescence. The negative side of this
influence is also operative in that by far the greatest number of
criminal careers have their foreshadowing in the juvenile courts.
Emotional states are frequently in the ascendency here and the con-
sequences of their first few manifestations upon the individual and
their reception by others will largely determine the controlling emo-
tions of subsequent years.

A brief mention of some of the ways these characteristics make
themselves felt in the school room may be of interest to teachers.
First, what kind of teacher is most successful in dealing with adoles-
cents and is it wholly a gift? Sanford Bell in a study of 543 men and
488 women in regard to the characteristics of their well-liked teachers,
enumerates the following qualities in order of preference : Giving of
purpose, arousing of ideals, kindling of ambition to do or to be some-
thing, encouragement to overcome circumstances, inspiring self-confi-
dence, being understood, timely and kindly advice, stability and poise
of character, purity, absence of hypocrisy, independence, personal
beauty, athleticism and vigor. It is hopefully noteworthy that all
with the exception of the last three are characteristics which anjr
teacher may inculcate into her character, with the added incentive of
knowing that they belong there anyway. All discussion of the subject
of adolescence in school is useless if the teacher cannot secure the
respect, admiration and confidence of her students, consequently this
first point, the personality of the teacher, is perhaps the most im-
portant point for starting any constructive reform in the educational
handling of this problem.

Second, adolescence heralds a new attitude toward language, gram-
mar and literature. By means of the new interest in abstractions more
can be done now in half a year with formal grammar than in the
preceding seven or eight. Language as a medium of thought expres-
sion is newly motivated. Literature as the greatest source of informa-
tion about those phases of life which are so problematic at this age
becomes in many cases a consuming interest which is easily directed
if taken in time. Boys and girls are now more sensitive than at any
other time of the fact that they are no longer children. They want
stories of men and women, of love, of war, of adventure, of society,

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278 ORBGON TEACHBR8 llI01fTHI.Y

and it is far better that teachers and parents recommend the better
stories than to allow them through ignorance to read that which is
liable to be trash. It seems unwise now to risk this liking for litera-
ture by too much literary dissection and word-analysis, but better to
instill a habit of reading for the love of reading. Poetry has increased
popularity, especially the poetry of romance and sentiment. Poems on
more abstract themes have their place here, also, such as Thanatopsis
or Gray's Elegy.

'*Many a flower is born to blush unseen
And waste its sweetness on the desert air'*

is literally a single flower blooming on the desert to the child of ten
or twelve, but to the adolescent it is the expression of one of life's
great tragic truths. The teacher faces a grave responsibility during
this time, that of recommending reading and following it up. She
must realize also that she cannot make mistakes and suggest the
wrong book. She must show her interest in the story and be able to
converse with the student about the plot and the characters. If this
is skillfully and honestly done, it will open the way for questions from
the boy or girl on matters other than the story. Many helpful talks
along various lines, even on sex problems, have been thus introduced.
Opportunities for such work come easily from stories like **Ivanhoe,"
**Lorna Doone" and countless others. A list of books, with brief
synopses and suggestions as to the ages for which the stories are ap-
propriate, such as that published by the Oregon Library Oommissiop,
will aid the teacher in selecting books, but should not act as a sub-
stitute for reading them.

The third apparent line of endeavor in school work is to reform
the work in mathematics and science, to make the former less formal,
and both more practical. These subjects offer answers to many of
their questions, could they but be made to realize it, and especially is
this true of the biological sciences. Mathematics on the other hand
has relied too long upon its traditional advantages and in many in»-
stances has failed to make itself felt in every-day problems. The
adolescent boy or girl is introduced to the subject of interest in
arithmetic, but regardless of the ** method" used he has not a true
conception of interest until he either has it coming or going. To
have the more desirable of these situations true he must have been
encouraged in a saving habit either through the teacher and the school
bank or at home, and also should have some means of earning, not
merely asking for a certain amount of money to spend as he sees fit.
When the courses in mathematics and science are so handled that the
boys and girls of this age will bring their own or a home problem for
solution, then the teachers are making the most of their opportunities.

The fourth obvious change of attitude is toward the subjects of
history and civics, which deal with society, government and economic
conditions. These are not merely memory subjects, but should be

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ORMOOir TKAOHBRfl MOBfTHLT m

thought-producers, and yet how few teachers know enough about them
to utilize this phase. History must be made to live, to deal with real
men, real panics^ real situations and to do this best it must deal with
present situations, present strikes, present presidential elections, pres-
ent foreign relations and do so in the light of past instances. Then
and then only will the student realize the immense importanqe of these
subjects in the new life of citizenship opening before him. The one
necessity for all this is a broad thorough up-to-date knowledge of
these subjects by the teacher, broad enough to make the men of ideals
in history live again and pass on ideals of Americanism to the next
civic generation. "What an opportunity for implanting dynamic ideals
of citizenship!

The fifth and perhaps the most promising of these changes is
that toward vocational education, the most pronounced tendency
of present , day education. Upon the solution of this problem
depends all the other plans and amibitions of the boy or girl, for
success in his chosen work is always a prerequisite to all his other
plans. A popular slogan among educators is to the effect that schools
must fit children to live and do a part of the world's productive work.
This certainly is one of the chief functions of education, but for *^
long while, at least, the schools will be unable to do this very com-
pletely, handicapped as they are by lack of funds, large classes and
insufficient time. Furthermore, in this age of specialization it takes
a longer and longer time to become vocationally trained and profes-
sionally educated, longer than the school has at its disposal, so that
its chief function must needs be largely that of guidance until some
of the obstacles are removed by public demand. This guidance must
be intelligently based on a knowledge of the individual's own powers
and abilities. Many a boy has faced the problem of choosing a life
work with no better basis for his choice than that he liked to work
with electricity or mother wanted him to be a minister. Teachers
must thoroughly inform themselves about occupations and professions,
the amount of time they take in preparation and the possible returns.
Many a boy would like to be a doctor, but is unwilling to pay the
price in time and money required. The recognition of individuality
and the giving of intelligent advice is at least a long step toward
vocational education, provided it can be found in every school. As
fast as possible the schools must prepare to do more than this in
actual vocational training, but if they can only do this much now it
will save many a misspent life and society from industrial misfits
and miscontents.

In conclusion, the school has these many opportunities to serve
the adolescent, provided he remains there to be served, which suggests
that the problem of elimination from schools is a serious one, but its
solution is closely linked with the solution of this other problem.
When teachers understand the physical, mental, moral, social and
idealistic changes of adolescence and when they are able to meet the

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280 ORISGOlf TBACHBRS MONTHLY

needs of these changes in their own personalities as teachers, in litera-
ture, mathematics, science, history, vocational subjects and in fact, in
all the school subjects, then will school work be attractive enough
to hold the boys and girls and solve the problem of elimination. An
easier, happier basis for school relationships between teacher and
student is established as soon as the latter realize that the school can
help them, when it is worth dollars and cents to them, when they feel
they are sympathetically understood and the teachers are the only
ones who can make these real schools that real boys and real girls
will know are real.

The Hour Period and Supervised Study

By r. A. 800FIELD, Principal of Engsnt Bigb. School

This article does not presume to be an argument for the hour-
period in high school work in preference to all other plans, but is
an attempt to describe the system which has been used in the
Eugene high school since September, 1915, when a schedule of five
hour-periods and a closing period of 40 minutes was put into effect.
This makes the day longer, as school opens at 8:45 and closes at
3:40, with a noon intermission of an hour and five minutes, but
about 100 pupils are excused at 3 o'clock; upon written consent of
parents and upon the condition that all class standings be above the
average. It was hoped five periods of 70 minutes could be introdaced
this year, but such a program demanded additional teaching force.

One of the first arguments in favor of the plan was the belief that
home study would be decreased, not only because of the longer day,
but because an opportunity would be afforded for individual instruc-
tion and supervised study during school time by subject teachers in
all except one period of the day. The first 40 minutes of each
period, except the last, is devoted to recitation and the last 16
minutes to study. In this time the student goes over the lesson for
the next day, begins reports, looks up references or definitions and
gets any help needed upon work just recited, or upon new assign-
ments. It is not possible to compare the amount of home study
done under this plan with the amount under the 45-minute schedule,
but two sets of records were taken last year to determine the amount
of time used.

Mr. Proctor, of Stanford University, and Dr. H. D. Sheldon, of
the University of Oregon, conducted an investigation of the home
study habits of pupils in 12 high schools selected from Oregon,
Washington and California and in the tabulated results Eugene
ranked fifth in home study. Each student was asked to record the
amount of study each day for a week and in this way a fairly
accurate schedule was received, but since this information ivas
secured from less than one-fifth of the school, it was not deemed
sufficient for the school authorities to estimate the average time for
every one.

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OmCGOir TBAOBOBBg MOWTBULY Ul

The writer attempted to check these results by asking each
student to state the average amount of time spent in home study
and found that the time was much greater than the amount found
in the first study. This is probably due to the fact that one is more
apt to give larger figures for what he thinks he has done in the
past, than he will when accurate account is kept each day for a
week.

Recently the writer asked the teachers to express their opinions
of the hour-period and to state what use they were making of the
15-minute study period. The practice teachers from the university,
and the teachers of art, music, manual training, cooking, type-
writing, physics physical geography, and biology were not included,
since they devoted no time to supervised study, but used the entire
period, and additional time, for laboratory work. The work of
these departments is given under "Special Subjects," but the follow-
ing quotations indicate quite clearly what is being done in history,
language, English, and mathematics.

1. I think the 60-minute period with time for supervised study is
an improvement over the old plan. I find the pupils having a few
minutes of supervision do better work as a rule than those in the
last period class (40 minutes of recitation, with no study) . I try
to teach concentration and speed in studying.

2. The poor, but conscientious students receive the most help
from the 15 minutes of supervised study. During this time the class
work at their seats for the first five minutes, without assistance.
In the next 10 minutes the instructor passes through the aisles,
helping the students in order. Each member of the class must be
prepared to ask all the questions necessary while the teacher is in
his part of the room.

3. I can give suggestions for economizing time, help slow
students discover and help to overcome difficulties of weak students
and give directions to entire class.

4. If any of the class has had trouble with the day's lesson, I give
help to them.

5. During that time I can help the students in learning how to
study their history and also have them make a beginning of looking
up outside topics and reports in my little library.

6. I am in favor of but 15 minutes each period if the student can
be led to follow the "Study Help" hint which suggests reading over
the lesson quickly first in order to get principal points.

7. The study period is used to good advantage by about 90 per
cent of the class. The opportunity to spend even 15 minutes on a
subect with which the mind is already occupied is beneficial.

8. Supervised study ought to teach the pupil to begin studying
without waste of time and ought to teach him to concentrate.

9. I plan my work for the average student and then by means of
supervised study and conferences it is possible to properly care for
tiie slow and fast types of students. Requesting pupils to come after
school for conferences usually meets with failure.

10. I nearly always use the time for helping each pupil at his
seat, explaining individual difficulties and assisting with prepara-

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S81 ORBGOH TESACHBRS MONTHI.T

tion of advance lesson. Many students are too timid about asking:
for explanations in class, while in the study period they will tell me
what seems difficult.

11. The supervised study period is a fine idea, I think, but a
special problem in "Oral English.'* It takes the study period for
criticismfi and suggestions, assignments, and sometimes to help in
methods of reading, committing, etc.

12. There are many lessons left unstudied because pupils have
no time for conference with the teachers and the 16 minutes is the
logical questioning time.

13. Sometimes I spend the entire period helping the backward
ones. When circumstances demand, I spend a part of the period
explaining some of the problems in the next day's lesson. At other
times I run the recitation over into the period when I intend making
no advance assignment for the next day.

14. From the standpoint of the teacher I think it works very well
as it gives the teacher a chance, if only a few minutes, to help the
student get started in his preparation of the lesson. He knows how
to proceed and there is no question as to what the lesson is. From
the standpoint of the student I have found that as a rule he feels
he has studied his lesson sufficiently when he has worked during
the 15 minutes, and consequently that is all the studying he does.
A longer period with less time in the study hall is better, I think.

15. In the cookery work the one-hour period is too short. The
sewing work can be handled nicely in the one-hour period.

16. I do not like the hour plan for history classes unless they can
be much smaller than ours are. The hour plan forces the use of the
text every day and hence often the use of inadequate or inferior
material by students.

The first week in October of this year was known as "study
week" and an attempt was made to interest the pupils in learning
how to study. They were given a list of "study helps," most of them
taken from the ones prepared in the Chicago University high school,
and the English classes were allowed to use the subject of "Study
Difficulties and Study Helps" as the topic for the next theme.
Nearly everyone took the assignment seriously and wrote quite
freely about their troubles and their use of the 15-minute study
period, and as they were only writing what they regarded as their
usual composition, their remarks may be taken as representing the
reactions of the student body toward the problem of supervised
study. No attempt was made to secure percentage of total number
mentioning certain points, but a summary was made of all the
papers handed in and some of these points are given here.

Fifteen-Minute Study Period. — (1) Prepared part of next day's
lesson (practically everyone). (2) Read lesson over for main
points and then reviewed at home or in study hall. (3) Asked
questions about difficult points. (4) Secured help on lesson just
recited. (5) Asked questions about work to be made up when
absent. (6) Preferred to study there rather than in study halls,
because assignments had just been made and if not understood
individual help could be secured (only three pupils preferred to
remain in study hall for work). (7) Could work faster and con-
centrate better in quiet class room, oigi^i^ed by C^OOQle

ORMOOir TBAOHBRS MOITTHLY 1ft

Objections and Criticisms. — (1) Teacher talked too much. (2)
Wanted to be allowed to study or review lesson for next period
rather than spend time on lesson just recited. (Not very many
made this statement. Teachers often allow the quicker students,
or those who work well without supervision and find few difficulties
in the preparation of the subject, to review other work). (3)
Conversation between pupil and teacher. (This criticism refers to
questions asked by the pupil without permission or without going to
the teacher's desk. Some teachers reply to these questions for the
benefit of the class in order to meet a similar difficulty from other
students, but most teachers refuse to do this, preferring to answer
the same difficulty for several individuals rather than disturb the
entire group.

Study Difficulties. — (1) Inability to get to work. (2) Inability to
«tick to a subject which is not interesting. (3) Outside disturb-
ances—(a) Whispering, (b) Visitors, (c) Music (glee clubs and
orchestra practice during school hours and if the doors are open
some of the nearby rooms are disturbed).

Study Helps Most Useful. — (1) Make definite study program.
(2) Have materials and books ready before beginning work. (3)
Take notes on assignments and important points of lesson.

The teachers in cooking and manual training objected to the plan
last year, but arrangements were finally made which removed these
objections. Students in manual training, and typewriting also,
must schedule for at least two extra periods per week, so that the
maximum time is often greater than two 45-minute periods for the
slow pupils. Those who work only seven hours per week have
learned to get down to business quickly and accomplish just as much
as under the former schedule. The instructor in manual training
this year has worked out a chart showing the exact amount of time
spent in the shops by each boy, the projects made, and time spent on
school furniture and other work, and is more than satisfied with the
arrangement.

The household arts department has arranged a very admirable
plan of securing additional work by co-operating with the home.
Every girl must bring a statement from her parents certifying that
a certain amount of home work has been done and full credit is not
allowed without this. The teacher in cooking makes out a list of
these duties so that the pupil is required to do in the home the things
she has been taught in the school room, and thus she is sure that
her work is put on a practical basis and that her pupils are not
"cooked to death" in the school kitchens. It seems much better to
have more girls in this work and to allow them to connect the
school and the home with less laboratory instruction than to teach
fewer girls a longer time with less home co-operation. Under the
hour-period the enrollment in cooking and sewing, manual training
and typewriting has increased 20 per cent in each department over
the classes two years ago, with the same number of teachers and a
student body of about the same size, the total enrollment this year
being 10 per cent less than last year's figures due to the University
high school taking care of one section of 9th grade pupils, and the
unusually large senior class of last year. Digitized by CoOQle

284 ORBGOH TBACHBRS MONTHIiT

From the etandpo-int of administration the hour-period has
several advantages of the the 45-minute schedule. In addition to
the increased enrollment in special subjects, particularly the house-
hold arts courses for girls and the manual training for boys, it
has made possible larger classes in the academic subjects. Not-
withstanding the objection raised by one of the teachers, one of the
administrative points in favor of the Batavia system of instruction
was the larger classes which the regular teachers were able to
control. The six-period day has decreased the number in the study
halls and thus decreased the discipline problem and increased the
possibility of uninterrupted work for those who are there, but it
makes necessary a careful arrangement of individual schedules and
a program of study for each student in order that laboratory work
may be taken care of. It has been responsible for the raising of
the standard of work because attention can be given to the slower
pupil, who has heretofore been a serious problem in large classes.
An attempt was made last semester to separate the slow and fast
pupils in some of the language and mathematics classes, but it
made the slower sections a drudgery for the teacher besides depriv-
ing those students of the inspiration of the quicker ones. Much
better is it to have mixed sections and by individual instruction to
care for the one who is not keeping up with the class.

A longer study period is undoubtedly better but it is not certain
that this would answer the objection that some students feel they do
not need to spend more time on some of their lessons. There is a
group of students in every school, probably, willing to skim through
the work with the lowest passing grades and 15 minutes would be
enough study for this group under any circumstances. If there is
objection to the pupils studying from their history text, reference
books can be taken to the room from the library, or some of the
pupils might be allowed to go there to work during the 15 minutes.
Such an objection is a minor matter which can be cared for by
co-operation with the library staff.

Briefly summarized, we offer the following: The hour-period
(1) Allows time for supervision of the slow pupil, as well as atten-
tion to the fast. (2) Gives opportunity for questions concerning
points in the advance lessons to be answered by the teacher in that
subject rather than by anyone who happens to have charge of the
study hall. (3) Allows the student to get more work done in
school and hence less home work is needed. (4) Allows teacher an
opportunity to relax for a few moments before another class begins.
(5) Increases enrollment in special subjects because regular pro-
gram is not broken into by double periods. (6) Gives opportunity
to raise standard of work by bringing up the laggards. (7) Enables
teachers to handle larger groups in the academic subjects because
the problem of the weak students is not so apt to hold back the
group and make the bright pupil restive.

The disadvantages: (1) Give some students idea that 15 minutes'
study is sufficient. (2) Necessitates extreme care in arranging
individual schedules. (3) Some teachers are apt to disregard the
40-minute bells when discussing an interesting topic and thus
deprive the students of the study period.

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Rural School Department

Edited by MBS. IC. L. FlTIiKEBSON, Salem, Oregon

Life is a leaf of paper white

Whereon each one of us may write

His word or two and then comes night.

Greatly begin! Though thou have time

But for a line, be that sublime, —

Not failure, but low aim is crime. — Lowell.

♦ ♦ ♦

Good-bye 1916! Hail, 1917! Turn over a new leaf; forget the
blots and blurs on the old one. Do your best every day and maybe
your teacher will place a golden star on this new page in 1917.

♦ ♦ *

Suggestions for the Month.

(1) Teach the children how to care for the birds who remain with

us for the winter. (2) Study the habits of hibernating animals. Tell

the story of the Three Bears, and let the primary pupils make posters

of free hand cuttings to illustrate it. (3) Study the different forms

of water-clouds, fog, mist, rain, dew, frost, snow, ice. (4) Study life

and customs in Eskimo land. Build Eskimo scenes on the sand table,

using salt, or cotton, or cotton with salt sprinkled over it to represent

snow; snow scenes in broad chalk work on the blackboard; imaginary

journeys in Eskimo land. (5) Plant bulbs for early spring blooming

in window boxes. Put the boxes away in a dark place where there is

no danger of frost and give the bulbs a chance to form good roots

before bringing them into the strong light of the window. (6) Teach

such pictures and poems suggested in the State Course of Study as

pertain to winter. (7) Try to have something of special interest in

the school work to create enthusiasm after the ''dissipation'' of the

annual holiday season.

* * *

A New Year's Party.

**This year," said Winter to herself, ''I must give all my birds a
party — a New Year's .party." So the winds swept the floor of her
big parlor, and the snow fairies put down a soft white carpet. Then
Winter sent tiny notes on snowflake paper to all the little birds,
asking them to come to the party. And a great many came, for I saw
them from my window.

First came the chick-a-dees, dressed in soft gray suits, with black
caps. They greeted Winter with a sweet ''day-day-day." Close be-
hind them were some fat, jolly little wrens, all in brown. So happy
were they and so full of song Winter smiled to see them. Next came
some cheery snowbirds and saucy sparrows, and soon after a crowd

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2S6 ORBGON TBACHXSRS MOITTHLY

of dainty little birds so white that they were called snowflakes. There
may have been more, but I did not see them, for Winter at once said,
'* Dinner/'

They all sat on the white carpet and ate. What! Why, the queerest
things — grubs and moths' eggs and dried seeds of chickweed and rag-
weed. I was glad to see that Nellie had scattered some bread crumbs
outside the window. And someone had told Fred to tie some pieces of
fat pork along the clothes-line. These were the dainties and were kept
until last.

After dinner the north wind whistled, and the snowflake birds
danced with the real snowflakes. Then the wrens sang beautifully and
all the others joined in the chorus. Each bird sang different words :
The chick-a-dees their own sweet **chick-adee-dee-dee;" the snowbirds
something like ''tsip;" the snowflakes ** cheep-cheep," and the spar-
rows thrilled away all by themselves, using no words at all. And,
strange to say, the whole was very sweet.

When they went home, as happy as only little birds can be, Winter
was so pleased that she said she would give them a party each New
Year's day. Will you all help her? — Primary School.

How to Get the Most Out of a Oommunit j Meeting.

How to get the most out of a community meeting is a problem that
naturally confronts every teacher. This is particularly true of the
rural teacher because the only kind of meetings ever held in some
communities are those held at the school house, those that are prepared
by the teacher and the children. Since this is true, let us consider a
few principles that should be taken into consideration by the teacher
as she prepares for the meeting and also after it is gone.

First, the meeting should be opportune as to time and purpose.
Not long ago it was the privilege of the writer to be invited to a
parent-teacher meeting. I went but when I arrived I found that a
meeting of the same nature had been held just two weeks before.
While I had been invited to a parent-teacher meeting, the teacher had
advertised it on that evening by letter to the parents as a *'box
party," one of those affairs where you pay several times what a thing
is worth to get what you do not want simply not to appear a ** piker."
Well, since one of these same meetings was held just two weeks before
and since the meeting was advertised so late, nobody came. Do you
blame them? Meetings to be a success must be in keeping with com-
munity need and community sense of justice and desire for pleasure.

Second, the program should be an outgrowth of regular school
work. Every day, humdrum work should be motivated with the pros-
pect of future use. There is no motive, perhaps, which will make such
an appeal to the child as that of the possibility of presenting that same
matter to the public later. I have seen community meetings delight-

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ORBGOK TBACMBRS MONTHLY 287

fully entertained with exhibitions of reading, writing, spelling, dra-
matization, anything and everything that is a part of the regular
school work.

Third, the approaching meeting should be properly introduced, by
the right person, whoever that is, at the right time, with the right
setting, etc.

Fourth, the appreciation of the meeting must be cultivated. The
meetings must not be too close together nor too far apart. Time must
be given for living through the event with happy anticipation, for,
remember, ** anticipation is greater than realization," but we must
also remember that **hope deferred maketh the heart sad." There-
fore we must start preparation for an entertainment or a community
event just long enough before to get the most pleasure out of prepara-
tion for it.

Fifth, three phases of work should be attended to with great in-
terest in this preparation and cultivation. The first is to make
intellectual preparation, make intellectual use of the event in the way
of writing invitations that are the very best possible, touching up and
toning up the work that is to be exhibited. The second is to improve
the physical side of the school now while the spirit of interest is keen.
Everybody will work now with great zeal and much pleasure but after
the meeting is over the motive will be gone. The school house and
yard can now be put in beautiful condition but not later with the same
good effects. The third is to make social use of the event. Now is
the time to train ushers, train children to make introductions, develop
the spirit of the host and the hostess in the children.

Sixth, after the event is over it should be used for a day or two
in whatever way it can to get the most out of it in intellectual, social,
and moral growth. Many opportunities for this can be found if the
teacher will look for them. *

The Farmer's Picket Fence.

Aim: To interest primary children in direction of movement in
penmanship.

Farmer Brown had many nice chickens of which he was very fond.
He took the very best care of all of them but there was one little White
Leghorn hen that he liked best of all. He named her Peggy and she
always came when he called until one morning in early spring, when
Parmer Brown came to the poultry yard with a plate of scraps from
the breakfast table. He saved the choicest morsels for her, but he
called Peggy in vain. For a long time he searched for her and then
he gave her up as lost. But she came back three weeks later and she
didn't come alone. She had ten fluffy white chicks with her.

Farmer Brown was so proud of her then that he made a nice little
coop for her and put it in his own door yard near the garden. Peggy
could not get out of the coop to scratch and the chicks were too little.

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288 OIUBQOW TWiAOHJBBM MOIffTHIiY

80 everything went well for a time. By and by the little wing feathers
grew and grew and grew and the little chicks flew and flew and flew
and soon made trouble in the garden.

Farmer Brown tried to teach old Sport, the dog, to drive them out
when they got into mischief, but Sport was too rough. The farmer
built a fence that looked like this: (See **push and pull" movement
exercise in Palmer Writing Lessons for Primary Grades). The chick-
ens had to stay out of the garden then. Can you make a fence like

that?— M. L. Fulkerson.

♦ ♦ ♦

The Rural School Outlook in Marion County.

Rural school work in Marion county has gone forward by leaps and
bounds since the beginning of the new school year. Rural Supervisors
John W. L. Smith and J. V. Fike report the organization of several
new Parent-Teacher Associations, showing that the various communi-
ties are taking an interest in the cause of education. Marion eoaiity
people are making it manifest that their interest does not center en-
tirely in prunes, potatoes, and pigs. They are showing the world that
they have faith in the human race by providing the best for their
school children. For more than a year Macleay has served hot lunfUes
regularly to the pupils in the school. New wells have b'^en drill oii «t
Looney, Cloverdale and Illihee. New woodsheds have been bnilt, at
Union Hill, McAlpine and Sunnyside. Salem Heights and Illihe.^ h.ivo
repainted their buildings. Liberty has put in a fine new eiiT.nl.Ti
swing. Stayton has planned a new thousand-dollar gymnasium with
equipment. Turner is to have a new one also. Shaw has built a large
playshed and furnished it with play apparatus, and Donald, Hullt
and Silver Falls are followng suit. Belle Passi and Greasy Pond have
standardized. Industrial clubs and debating societies are being orga-
nized for the young people, and rural life is being made a thing to
be desired because of the fact that the people, the rural supervisors
and the teachers are all putting their shoulders to the wheel and when
County Superintendent Smith says, *'One, two, three, — Boost!'' things

move.— F. F. S.

« « *

Trouble Column.

In this column questions pertaining to rural school problems will
be promptly and cheerfully answered if sent in to the office by the
first of each month.

1. *'Can you tell me of something that will create an interest in
fourth grade geography work?'* If you can arrange to do so, have
copies of the Tarr-McMurry First Book in Geography for supplement-
ary reading. In this book you will find ** Suggestions to Pupils''
scattered throughout the text. These suggestions are very helpful and
interesting because they lead the pupil to gather knowledge inde-
pendently.

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ORBGOlf TgAOHMRg MOmTHI^Y 8tf

2. "I am having trouble in getting my pupils in the third grade to
read with expression. Is there anything that will helpf" Try using
some of the dramatic readers recommended in the State Library List.
A number of these books have been added recently for this specific
purpose.

3. ** "Where can I get a book on seat work for rural schools!" Look
through the catalogues of the various school supply houses for sug-
gestions. The best thing, however, is for you to make a scrap-book for
yourself. Put in every suggestion you can find anywhere and every-
where, whether you want to use it just now or not. Look through all
your old school magazines and institute notebooks. If hand work is
suggested make a sample and paste it in the scrap book. In a sur-
prisingly short time you will have a book that will be a veritable gold
mine to you as a rural teacher.

4. "My patrons do not seem to take much interest in the school.
Do you think a Parent-Teacher Association would helpt" Yes, but
first you must create a demand for the Parent-Teacher organization.
Arrange a public school program that will get the people out. Let them
have a social hour after it. Perhaps a few meetings like that will make
them want to meet regularly. Do not try to organize unless there is
an interest in it. A dead Parent-Teacher Association is worse than
none. "Work slowly and carefully and your efforts will be rewarded
in due time.

♦ ♦ ♦

Assignment in Agriculture.

The Good Book says it takes the simple things to confound the
mighty, arid it speaks wisely. How often we hear of people who
undergo endless torture of mind simply because they are too proud
to acknowledge to some friend, who could be of assistance, that they
do not know some sirapfe fact concerning their work. We are all
more or less guilty of this in the teaching profession, and as a con-
sequence we refrain from discussing the fundamentals of our work.
In their stead we generally find teachers' meetings turning their at-
tention to some abstraction with which only the few is acquainted. If
the rank and file attempt to discuss, their contributions are often
glittering generalities, largely because they are not certain of the
fundamentals upon which the abstraction depends. For this reason
the articles which appear from time to time under this department will
deal with fundamentals.

It is worth our while to discuss briefly what constitutes an assign-
ment. Very frequently our teaching of agriculture, or any other sub-
ject for that matter, is attended with indifferent success simply be-
cause we have not made a good assignment. If that be true, then what
constitutes a good assignment ? Mef ore answering this let us examine
the usual type of assignment. The untrained teacher as the period
draws to a close says something like this, * ' Children, for tomorrow we

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m ORKOOW TBACHIDRS MOWTHIiy

will begin with 200 and take to 204." The teacher's reason for making
such an assignment is that the State Course of Study requires her to
cover so many pages in a given time. We shall not dwell on this kind
of assignment longer than to say that in time the children will become
as much bored by it as the teacher. Neither feels satisfied. Yet were
the teacher to be asked how her work is progressing, she will blandly
reply, ** Nicely." Obviously the first essential to the assignment to
make it worth the time is this : The teacher must have some reason
other than covering the course of study for assigning these pages. It
happens that pages 200-204 take up the subject swine. She must have
a motive, a purpose, an aim else the work of the class will begin
nowhere in particular and end nowhere. In the outside world we do
not need to look long for the difference between the successful man
and the shiftless tramp. The one always has a reason for whatever he
does. But the tramp starts from nowhere in particular and not even
he knows where he is going. Leaving the reader to figure out the
anology, we pass on to say that the teacher who has a remote as well
as an immediate purpose or aim in making the assignment adds a
certain exactness to the course which the children enjoy, and which
makes them feel at the close of each recitation or the end of the course
that they have achieved. What may be the teacher's remote aim for
asking her children to study swine? If they live in the country, that
they may learn something that will make them better farmers; if in
the city, that they may have a broader vision of life. The immediate
aim for the country child so far as the teacher is concerned^ is to have
the children learn how to tell a good hog when they see one, how to
care for hogs and to understand why the hog is a profitable animal
for the farm, etc. The city child may study to learn how the present-
day hog has developed from his ancestors, how hogs should be cared
for so as to make wholesome, sanitary eating, what kind of hogs make
the best food, etc. Of course if the teacher sets out with such an aim
in view she will naturally have to organize her subject matter before
making the assignment. She will do this by reading over the assign-
ment, in advance, checking off what she thinks important, what should
be enlarged upon, which points are unimportant, and what should be
explained before in her work the teacher must have a grip on the
to have purpose in her work the teacher must have a grip on the
subject matter she expects to teach.

The children are assembled before the teacher at the close of a
recitation and she is about to make the assignment. Before doing this, ,
however, she will build up an approach to the subject, either by dis-
cussing the subject herself, or by what is better, drawing the points
from the children. In the approach the teacher always holds before
herself her reasons for asking the children to study the subject. If
she can make her pupils feel the subject is important and that it will
help in making a livelihood, she has given them a motive for studying.
She may have the class give expression to their several reasons for

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OMBGOW TBACHBRS MpyTHLY 291

studying swine. Various reasons will be given, depending upon the
interests of the class, for instance, study swine to learn why they are
called ''mortgage lifters," to learn how to raise a pig, to learn how
to tell a good pig, to see where pigs came from, etc. All of these are
good aims and the text has something either directly or inf erentially on
each of these aims. The teacher may have the class decide which aim
is desired for the basis of their study. Once this has been decided
upon, she will say something like this, ** Children, you may study pages
200-204 in the text and note the points bearing on this problem, why
swine are called mortgage lifters. John, what is it we are to learn
for tomorrow's lesson!" (Why pigs are called mortgage lifters.)
"Very well. I have looked over the text and find no difficult words
or expressions which you do not understand, so unless there are some
questions on the assignment the class will be dismissed/' A pause,
the class is dismissed.

There are some facts given in these pages the children will not use
in the solving of the above problem. To glean these, set up another
aim in like manner for a later lesson. — ^L. P. Gilmore, Monmouth.

Card Gkmies as Incentive to Study.

** Playing cards in school!" Do I see hands held aloft in horror t
Please wait until I explain. The cards to which I refer are ** educa-
tional cards" and may cover almost any subject. Those which I have
used in my teaching which I have considered of especial value, being
historical, geographical, grammatical and arithmetical. Of the his-
torical there is the ** "White House" game, dealing with each president's
administration, giving the time, important events, political party, etc. ;
the game of ''American Battles," dealing with the six wars in which
our country has been engaged, and "Historical Question," being mis-
cellaneous question and answers. Then there are Bible games which
are really historical.

Of the geographical games there are the "Produce Game," giving
three sources of each of fourteen of the most useful products, "Geog-
raphical Questions" and "Flags of the Nations." A little girl became
so interested in the different countries from playing these games, she
spent so much time in poring over maps that before she was eight years
old she could locate almost any country in the world more definitely
than many eighth grade graduates, and could tell you, unhesitatingly,
the capitals and principal cities, the larger rivers and the prin"*pal
products; and would sometimes bewilder her elders by askin«>: such
questions as which is the greater nation, Holland or Switzerljuid ?
Peru or Bolivia? Brazil or the United States?

These historical and geographical cards I bought, but not finding
anything which just suited in the grammatical and arithmetical line,
I proceeded to make cards having for the "Language Game" 26 books
of four cards each. (This can easily be divided into two games by

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29% ORKGOW T3BACHBBS MOMTHIiY

using only those covered by the end of the seventh grade for one and
the remainder for another.) The complete game covers practically
every definition in Kimball's English, Book 2.

The different books have titles as nouns, mode, sentence, parsing,
verbals, drama, dictionary, classification, independents, parts of speech,
etc. Verbs required two books, so I named them Verbs A and Verbs B.
There was also sentence, according to meaning and sentence form. The
cards are played like authors, as : Someone calls for nouns, the person
holding a card whose title is nouns asks for the underscored word as,
**What is a collective noun?" K the one who called is able to give the
definition he wins the card, if not, the call passes to the next. I have
found that the English book has a new interest for the pupils who play
the game.

The Arithmetic game is on the same plan except that I gave the
different books alphabetical titles, as Book A, Book B, etc. It is played
the same as the Language game. I made a Game of Measures, in which
the title of the books are, lengths, volume, money, liquid, etc., and
finally a game of number combinations and tables for the little folks.

The busy teacher will find that the children will become much
interested and incidentally **pick up" a lot of facts and definitions if
allowed to help make these games. Some of the children even copied
my games in making games to play at home, and be assured I did not
discourage them in that, as I believe more knowledge lodged in their
minds from that than there did from ** studying lessons" for a month.

I believe I have dealt somewhat at length with this article, but if
some wish to ask any questions I will gladly answer them if they write
me, inclosing a self-addressed stamped envelope. — Mrs. Laura Trachsel,
Summit, Oregon.

The man of genius dwells with men and with nature; the man of
talent in his study ; but the clever man dances here, there, and every-
where, like a butterfly in a hurricane, striking everything and enjoy-
ing nothing, but too light to be dashed to pieces. — ^Hazlitt.

Mirth is like the flash of lightning that breaks through the gloom
of the clouds and glitters for a moment ; cheerfulness keeps up a day-
light in the soul, filling it with steady and perpetual serenity. —
Selected.

Who shoots at the mid-day sun, though he be sure he shall never
hit the mark, yet as sure he is that he shall shoot higher than he who
aims but at a bush. — Sir P. Sidney.

It is better to be the builder of our own name than to be indebted
by descent for the proudest gifts known to the books of heraldy. —
Ballou.

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The Teacher of Our Public Schools

Bj O. F. BOFF, Xiftbor Oommliiignw, Biltm

There Is no mope honorable, re-
sponsible or onerous calling or pro-
fession than that of the teacher in
the public schools. To the teacher of
the public school falls the arduous
duty and responsibility of moulding
the character and fundamental prin-
ciples of good citizenship of the av-
erage child. In point of fact the des-
tiny of a nation is, to a great meas-
ure, chargeable and credited to the
teacher of the public school. Much
of the future of the child depends
upon the "building abilities" of the
teacher. Therefore, all possible en-
couragement should be given them by
the public in order that none but
those of the highest standard of man-
hood and womanhood and the best of
mental qualities need aspire to that
grave responsibility and trust and be
induced to enter the field of teaching
as a life work. A high standard of
training should be required and those
who are entrusted with the manage-
ment and conduct of a public school
should exercise the greatest care to
ascertain the qualifications of a new
teacher, to the end that the incompe^
tent and immoral may at once learn
that they have entered the wrong
field.

It is a source of much gratification
to note that, within the past few
years, there has been a decided tend-
ency to recognize the real worth and
function of a public school teacher
and to place him or her upon the
rightful plane of equality with the
highest of professions. Having been
subjected to a reasonable period of
probation and, having demonstrated
their competency to fulfill the high
mission of their calling, it is no more
than right that they should be placed
upon a substantial basis of sustenance
and material appreciation of their
worth be manifested. Once their
status is established their remuiu;ra-
tlon should be sufficient to enable
them to live according to American
standards and also to provide against

! want and misery during their declin-
ing years.
In response to a query sent out to

I all of the prinicpals of the public
schools of Portland, under the guar-

i antee of strict confidence, a largely

representative number of answers
has been received upon the follow-
ing leading questions Involving the
success or failure of the "Tenure of
office" law, enacted by the legisla-
tive assembly of 1913 and placed in
application to the public school sys-
tem of Portland during the past three
years: Its benefits; its drawbacks,
and suggestions for its improvements.
With but a solitary exception, all
of the principals pronounced the act
far-reaching in its benefits, and par-
ticularly from the fact tiiat it ef-
fectually removed the element of
doubt and uncertainty of re-election
which preyed upon the minds — and
efficiency — of the teaching staff, as
a whole, attendant upon the period
of a few weeks or months previous
to the election of the teaching staff
for the ensuing school year. While
a comparatively few complain that
the requirements incident to the re-
moval, transfer or discharge of a
teacher are objectionable, in that they
subject the complainant to the al-
leged disquieting position of being
placed upon the defensive in the
substantiation before the public of
charges preferred against a teacher,
the great majority is inclined to view
the measure, in its essential features,
with approval. However, teachers
having fitted themselves for the work
certainly ought to be guaranteed a
public hearing before being placed
on the "non-desirable list" by any
authority. Some suggestions were
offered for the amendment of the act,
chiefly designed to eliminate the ele-
ment of alleged antagonism, or, sus-
picion of personal preference, as it
were, from the operation of the law,
but practically all agreed that the
law is still in the stage of experi-
mentation and is undergoing the
time-trying process of interpretation
and that it should be allowed to stand
upon its merits until proven inade-
quate.

As to the efficacy of the adoption
of such a law and the application of
its principles to school districts of a
lesser magnitude than the cHy of
Portland, to which the present law
exclusively applies, or the enlarge-
ment of its scope to incorporaie the
entire commonwealth; this depart-

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294

ORBGON TEACHBRS MONTHLY

laent deems itself unqualified to rec-
ommend, inasmuch as the law is &itill
in the experimental stage. Dut,
whatever the cost, it does not hesi-
tate to say, without equivocation,
that any law, which has for its pur-
pose the amelioration and edification
of the status of the public school
teacher, the lifting of it from the

slime of petty politics and factional
dissention, is a forward step toward
the uplift of humanity and the real-
ization of a higher and better plane
of American citizenship and should
have the unstinted moral and active
support and encouragement of all
loyal citizens of the commonwealth
and the nation.

Grade Teachers' Department

Mittd by 8ABBA OOKNES, 421 W«it Fuk Btxtii, PortUnd, Oragoa

Elementary teachers and elementary teachers ' aBBOciatione are cordially inrited to lend
news items of their actiyitiea which would be of interest or yalue to other teachers to this
department of the The Oregon Teachers Monthly. Address Editor of Grade Teachers' Depart-
ment, Boom 800, Ooort House, Portland, Oregon.

A Dramatic Club has been formed
by the members of the Grade Teach-
ers' Association with 25 members.
A play has been selected and is being
rehearsed for public performance in
December In interest of the Fellow-
ship Fund.

* * *

A \;horus of 21 members has been
formed among the Portland Grade
Teachers directed by Prof. Boyer.
Fine things will be expected from
this organization.

* * «

About 200 members of the Port-
land Grade Teachers' Association
dined at Hotel Multnomah, after the
regular business meeting at Library
Hall, November 8. Interesting five
minute talks were given by several
guests of the association, Mr. O. M.
Clark, president of the Chamber of
Commerce; Mr. W. F. Woodard, vice-
president of the Chamber of Com-
merce; Mr. N. C. Pike, president of
the Rotary Club; and Mr. F. E. Tay-
lor, president of the Realty Board.
During the dinner Miss Metta Brown,
accompanied by Miss Edith Kelly,
sang several delightful old ballads.
Miss Viola Ortschild, president of the
association, introduced the speakers
and made an urgent plea for co-oper-
ation between the teachers and the
various business organizations of the
city. There were a number of in-
vited i;uest8 entertained and the
evening was a very pleasant one.

Congress of Mothers and Parent-
Teacher Associations held at The
Dalles, October 12, 13, 14, 1916:
*'0n Friday the school board of The
Dalles dismissed school to permit the
teachers to attend. I met several of
these teachers and I was glad to hear
that they had resently formed an as-
sociation among themselves. As was
the case in the convention of the O.
F. W. Clubs held at Seaside, no
teachers (except those in higher in-
stitutions) were on the programs. As
class room teachers hold a large
membership in the Parent-Teacher
Circles, this fact is significant, and
the condition will remain unless the
convention is held at a time when
teachers are not excluded from any
part of the sessions. Since many
topics of vital interest are discussed
and acted upon, it seems only fair
that their membership shall be fully
recognized, and conceded the same
privileges and duties as other mem-
bers."

* * *

The 'Colonial Party" planned for
February 22 at Hotel Multnomah
promises to be a very attractive af-
fair. The program will be patriotic
and, also, typical of colonial times.
The object is to secure funds for the
Fellowship Board's work. It is hoped
to give a delightful evening to all
who attend. Miss Whitfield, chair-
man of the program committee, is
working out details.

From the report of the delegate to
the state conyention of the Oregon

The Recreation Committee has
planned a series of visits to Indus-

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ORSOON TBACHBRS MONTHLY

296

trial plants. The first visit was taken
to Doernbecher Furniture factory.
The teachers were conducted over
the entire plant by Mr. Frank S.
Doernbecher, president of the com-
pany, who explained in detail the
workings of the plant and the evolu-
tion of a piece of timber from the
time it entered the factory until it
left a perfected piece of furniture.
There are 300 men employed in the
factory and the normal output is 300
pieces of furniture, or one piece to
each man. The making of plate glass
mirrors is one of the interesting lines
carried on by this concern. The day
was one of great pleasure and profit
and was arranged by Miss Nolle
Grout, Miss Alice Banfield and Miss
Minnie Heath.

* * *

Hie Trip to Oregon City.

Lowering skies, chilly tempera-
ture, gusty winds and occasional
splashes of rain could not keep 40
enthusiastic members of the Grade
Teachers' Association from truly en-
joying a wonderful day at Oregon
City on November 4. A 14 mile ride
in a comfortable electric car brought
us to the heart of the Mill City as it
may well be called. The forenoon
was spent in visiting the mills and
electric plant under the leadership of
efficient guides. The woolen mill,
said to be the largest west of the
Mississippi, a solid structure of red
brick with innumerable windows,
stands on the principal thoroughfare.
The three great paper mills that sup-
ply the coast with paper stand like
massive forts at the rivers' edge.
These great mills produce annually
75,000 tons of paper, or 235 tons
daily. They employ more than a
thousand people and distribute
1300,000 in wages annually. The
largest mill has started many re-
forms and the men are given a i>er-
centage of the profits. Passing over
the suspension bridge which links
the town to the west side we came, at
the end of a 20-mlnute walk along
ivy and fern-clad bluffs, to the elec-
tric plant which supplies the whole
region, including Portland, with light
and power. Here the waterfalls har-
nessed and subdued, pour decorously
over the big dam built to give more
power, thus sacrificing beauty to pro-
gress. The building trembles with
the mighty rush of waters in the
great turbines far underground. The
various processes by which the elec-

tricity thus generated is poured along
the wires, stored and distributed, and
the almost uncanny intelligence of
the instruments by which the social
and industrial activities in the area
supplied with light and power as in-
dicated in the demand for them are
recorded, were explained by a courte-
ous official. We must confess that
while some of the methods are in-
comprehensible to the uninitiated,
electricity is the most fascinating of
industries. Back again to Main street
we take the municipal elevator, a
new convenience, by which we are
lifted to the top of the 80-foot bluff
on which are most of the residences.
A moment's walk brings us into Mc-
Loughlin Park, donated, half a cen-
tury ago, to the city by its generous
founder. Dr. John McLoughlin. The
old McLoughlin house, which orig-
inally stood at the end of Main
street, was recently brought up to
the park, by the Women's Club. It
was a ruin, but the club has it re-
stored, painted, papered and fur-
nished as it was in the 40's. A res-
idence housekeeper assures its being
kept in good order. It is a substan-
tial square white frame building set
in harmonious surroundings of well-
kept lawns, rose-beds and shrubbery,
made and kept beautiful by the
Women's Club. In this house, in
Mrs. McLoughlin's sitting room, in
fact, we had two delightful hours
with Mrs. Eva Emery Dye, author of
The Conquest. McLoughlin and Old
Oregon and other books on the Pa-
cific Northwest, in the romantic
style. Mrs. Dye founded the Chau-
tauqua of Oregon City, the grounds
for which are at Gladstone, a mile or
so below the town. Here hundreds
get pleasure, inspiration and new
ideas every summer. Mrs. Dye's ac-
count of life in the early days, with
its chief figure John McLoughlin,
head factor of the Hudson Bay Com-
pany, whose kindness in welcoming
and feeding the horde of weary sick
and destitute emigrants of the early
40's, lost him his position with the
company and led him to cast in his
lot with the Americans, held us spell
bound until late in the afternoon.
Mrs. Dye then conducted us person-
ally to the graves of McLoughlin and
his wife. Down a skeleton flight of
easy steps, over the rock-ribbed bluff
through beautiful greenery we made
our way to the church under whose

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ORBGON TBACHBRS MOHTHLT

walls rest the body of the founder
and his wife. It was the unanimous
feeling of the party that the day's ex-
perience had brought us into touch

out of the past into present condi-
tions of social and Industrial activity
and all were kindled with the desire
to learn more about our wonderful

with thiuRB that are vital, reaching state Mathilda Ahrends.

Oregon Govermental Affairs

By BOBBBT OABLTON OLABK, Bngane, Ongoa

Results of tJhe Election.

Of the 11 measures submitted to
vote of the people at the November
election six received majorities and
have been proclaimed law by act of
the governor. The measures that
have become effective are the so-
called "bone-dry/* single-item veto,
ship taxation exemption, repealing
Sunday law, rural credits, and state-
wide tax proposals. The effect of
these measures, except single-item
veto discussed below, will be to pro-
hibit the bringing into Oregon of all
kinds of alcoholic liquors and thus
put an end to the use of such bever-
ages in the state except for medicinal
purposes and church observances; by
repeal of the Sunday closing law Ore-
g:on is left without state legislation
on this subject; the state is to un-
dertake to sell its bonds to the
amount of 118,000,000, and loan the
money to farmers at a rate not high-
er than 1 per cent above the interest
it has to pay for the money; and
henceforth no governing body auth-
orized to collect taxes in the state
may collect more money than a 6 per
cent increase over the amount raised
during previous year. The last-named
measure threatens to place state,
counties, municipalities, and many
school districts in serious embarass-
ment for lunds and makes impossible
any very great expansion of expendi-
ture in any direction because the
property valuations generally all
through the state, as shown by this
year's assessments, have greatly de-
clined With less property from
which to collect taxes there has been
a very generous increase in the rate
of taxation for state, county, city,
and school district. Some of the
smaller cities that have been most
progressive in their school systems,
erecting most modern buildings and

adding all the other branches of
learning now demanded by advanced
school men and that have undertaken
other expensive municipal enter-
prises are finding themselves facing
a total tax levy this year approaching
five mills. The Portland rate ad-
vances by only a few mills and re-
mains under three mills total tax.

The Intelligence of the Vote.

The intelligence of the voters at
the recent election has been called in
question because of the erratic char-
acter of one or two of the votes. One
of the measures proposed to repeal
a clause of the state constitution that
prohibited negro and mulatto suff-
rage. This measure was defeated by
less than 600 votes. It would seem
that every citizen that has reached
his majority ought to know that ne-
groes may vote and presumably do
vote in Oregon. Familiarity with
the federal constitution, such infor-
mation as comes from the study of
elementary civil government or
United States history, ought to have
acquainted voters, who for the most
part have come of age since the Civil
War, with the fact that the fifteenth
amendment declares that the right of
citizens of the United States to vote
shall not be denied or abridged on
account of race, etc. It ought also to
be a matter of common information
that the federal constitution super-
sedes and annuls all part? of a state
constitution that may violate its pro-
visions. The legislature had the
laudable desire to strike out of the
constitution a section that is no
longer operative and so proposed an
amendment that would accomplish
this object. The large vote against
the measure, a small majority at
that, seems to indicate an unwilling-
ness to permit the negro to vote in

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297

Oregon. The ballot title for this
measure did not clearly indicate its
purpose and the average voter seems
not to read the full copy of the pro-
posals as they appear in the voter's
pamphlet sent out weeks before the
election. A straw ballot taken at the
university just before the election
resulted in an adverse majority for
this measure. Loyal defenders of our
Oregon system of initiative and ref-
erendum must feel chagrined at such
unintelligent voting whatever the ex-
planation made for it. Every citizen
ought to know the more important
results of the Civil War. Teachers of
government and history should take
a lesson from this vote and insist on
a somewhat more thorough knowl-
edge of their subjects. Newspaper
editors speak of a flood of letters
from correspondents wishing to know
what is meant by the electoral col-
lege and showing a manifest lack of
acquaintance with the method of
electing a president. Interest In the
presidential election and some agita-
tion arising from it for election by
direct popular vote should be taken
advantage of to explain the present
method and its origin.

Another measure that failed of
passing by only a few hundred votes
was one making illegal compulsory
vacinatiom. Such a vote seems also
hard to explain since vacination as a
preventative to the spread of small-
pox seems long since to have vindi-
cated itself. It must be due to the
feeling that there is no longer dan-
ger from this disease or else to a re-
pugnance to anything compulsory.
Yet at the same election a majority
decided that liquor may not be re-
ceiveidi into the home for individual
consumption.

Shall We Have a New Constitution?

After almost every election at
which the voter is asked to pass upon
a large number of complicated legis-
lative measures or constitutional
amendments there is discussion of
the need of establishing safe-guards
against the misuse of the initiative
and referendum. Fictions signa-
tures to initiative petitions make it
seem desirable that some other
method than one that puts a pre-
mium on fraud by permitting pay-
ment for circulation at a fixed rate
per name. Then, too, the Oregon
constitution has lost much of the
sacred character that is supposed to

attach to such documents, that of
fundamental and basic law, some-
thing not easily changed. Under our
system it is as easy to amend the
constitution as it is to make a law
by initiative petition. The result is
that the constitution seems subject
to every whim of popular fancy. A
bare majority of one vote may modi-
fy some fundamental provision of It.
Under such conditions there is noth-
ing in the way of governmental or-
ganization or sacred individual priv-
elege to which one may pin faith or
count as stable and certain. ''If we
are to have constitutional govern-
ment it is necessary that we hold
sacred the cardinal principles upon
which personal welfare and owner-
ship of property depends." Such is
the argument of those who see great
danger in too popular government.
The result of this reaction against
the too democratic machinery of
Oregon government has been the or-
ganization of a <' Constitutional Re-
vision Association of Oregon." Its
headquarters are in Portland. The
character of the personnel of this
organization is indicated by the
statement of a journal, the "Oregon
Voter," which stands for the ideals
of the "fathers." "An association
v/ith such substantial men in charge
is certain to be an effective force in
a field that needs attention. Here-
tofore the field has been too much
occupied by talkers, writers, dream-
ers and demagogues." A "Statement
of Principles" has been put out by
the association and a petition to the
legislature to undertake a revision of
the constitution is being circulated.
There can be no objection to a move-
ment that has for its object to clari-
fy, simplify, and harmonize conflict-
ing clauses of the constitution, in
order to bring the constitution out of
its present more or less chaotic con-
dition and present it in sucTi form
that it may once more be printed in
school texts on civil government.
However, any movement that has for
its object to make the constitution
difficult of amendment, any less easy
to amend than at present, is fore-
doomed to defeat. Popular govern-
ment as embraced in the so-called
"Oregon System" seems to have
come to $«tay and reactionaries are
wasting effort and time in attempt-
ing its overthrow. For the informa-
tion of those citizens of Oregon who
believe that constitutions are some-
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298

OREGON TBACHBR8 MOTTTHLT

thing to be guarded with jealous care
it is well to call to mind that Eng-
land has no constitution that may
not be changed by simple legislative
enactment. Her government may
and has been from time to time mod-
ified by act of parliament, notably in
recent years by the abolition of the
veto power of the house of lords,
fixing the life of parliament at five
years, and the payment of members
of parliament. France since 1875
has had no constitution except such
as has been established and changed
from time to time by act of the leg-
islature. No one argues that these
states are in danger of going on the
rocks because their constitutions are
"not protected from amendments
which aro written in the form of
laws."

The Single Item Veto.

The only change in the organiza-
tion of the Oregon government, or
rather in the functions of one of the
departments of government, and the

only change that needs to be incor-
porated into formal texts descriptive
of our state government as the re-
sult of the recent election is the
constitutional amendment confering
upon the governor the power to veto
single items of bills appropriating
money as passed by the legislature.
The governor may now single out
from a bill carrying a large number
of appropriations for distinctive
purposes a single item and veto it.
Some states give the governor the
additional authority to reduce the
amount of a single item. This would
have been a wise provision to add to
the amendment and it seems unfor-
tunate that it was overlooked in its
formulation. The veto of the gov-
ernor may of course be overcome by
a two-thirds vote of both legislative
houses. This amendment adds
greatly to the governor's power and
his control of legislation. It also
makes it possible to place responsi-
bility for legislative extravagance
upon him or to give him credit for
economy.

Oregon Congress of Mothers

By MBS. ELIZABETH HATHUBST, 1070 E. Bnmside, Portland

Legislative measures have been
uppermost in the minds of the wom-
en the last month. The Oregon Con-
gress of Mothers and Parent-Teach-
ers' Association will mother the
eight months' school bill; a bill that
will provide for the removal of g^rop-
erty qualifications at school elections
so that all parents may vote; an act
that will empower school boards of
the first class districts to establish
parental schools and amendments
that will strengthen the widow's pen-
sion law.

* * *

As an outgrowth of the inspiration
given at the convention, the counties
are being formed into county coun-
cils. Multnomah county (outside of
Portland) completed its organization
December S at Troutdale with Super-
intendent A. P. Armstrong and Su-
perintendent-elect Alderson present.
A bounteous dinner waa served by
the Troutdale Parent-Teachers' As-
sociation to the assembled delegates
and all augurs well for a very help-
ful council. Clackamas, Jackson, and

Lane are forming councils, and Mar-
ion and Polk are contemplating join-
ing the state organization.

The president, Mrs. Geo. McMath,
has been appointed chairman of a
committee to Investigate the State
Training School for Boys, and the
State Industrial School for Girls and
report to the legislature.
* * *

A committee from the Oregon
Congress of Mothers and Parent-
Teachers' Associations will censor
the films that are sent to the various
state institutions from the Portland
Exchanges.

The Social Service Com^mittee of
the Portland Council of Parent-
Teachers' Association reports that
over 1000 bundles of iclothing ^ere
received in response to Bundle Day
appeal. One hundred baskets were
filled with provisions and sent to the
needy at Thanksgiving time.

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Prelimmary Program of State Teachers' Associatioii

Held at Portland, Or«s«B, December 37, 28, 311, 101d

THB RBPRESBNTATITB COUNCIIi.
Hotel Portlaad.

WEDNESDAY, December 27. 9:30 a. xn.

The entire day will be spent in trani-
actinp the business of the association.
The president will make a grenerai re*
port of the work of the association.
Reports of standing committees will
then be considered in the foUowingr
order: (1) A Retirement Fund for
Teachers by President Wm. T. Foster;
(2) A Code of Ethics for Teachers by
President J. H. Ackerman; (3) The Re-
tardation Problem by Supt. C. W. Boet-
ticher; (4) Other business which may
be presented by any of the delegates.

Former students of the University of
Oregon, the Oregon Agricultural Col-
lege and the Oregon Normal School are
planning to hold .their annual dinner
and reunion Wednesday evening. The
official program will contain informa-
tion as to the hours and places for the
respective institutions. A dinner or
banquet is planned for Thursday even-
ing in honor of the distinguished vis-
iting educators, concerning which an-
nouncement will also appear in the of-
ficial profirram.

GENERAL ASSEMBLY.
LlncolB Hlsh Sehool Andltorlvm.

The sessions of the General Assembly
will occupy all of Thursday forenoon,
December 28. 1916. and all of Friday
afternoon. December 29. 1916.

THURSDAY. December 28, 9 a. m.

Music; Report of Representative
Council. Pres. E. F. Carleton.

Address, Pres. Henry Suzzallo. Uni-
versity of Washington.

The Relationship of Industrial and
Commercial Development in the State
of Oregon. W. H. Dobson. Secretary
Chamber of Commerce. Portland.

"That Thy Days May Be Long in the
Land." Pres. Carroll G. Pearse. Mil-
waukee, Wisconsin State Normal
School.

FRIDAY. December 29, 1:30 p. m.

Music; Business meeting.

School Dividends. Pres. Carroll Q.
Pearse.

Address. Pres. Henry Suzzallo.

DBPARTMBNT OF CITY SUPERIN-
TENDENTS.

T. Meldo Hillto, Medford, Chairman.

THURSDAY, December 28, 1:80 p. m.

Medical Inspection In the Public
Schools, Supt. R. H. Dumbar, Klamath
Falls.

Laggards in the Schools; Some
Causes; Some Methods of Cure. Pres.
Carroll G. Pearse.

Teaching Practice in the Teachers'
Training Course. Supt. I. B. Warner.
The Dalles.

FRIDAY, December 29, 9 a. ui.

The Mentally Defective in the Pub-
lic Schools, Dr. J. N. Smith. Superin-
tendent School for Feeble Minded.

State Publication of Textbooks, a
representative of the Portland Tele-
erram; discussion led by Supt. F. A.
Tiedgen, Marshfield.

The Oregon System of Textbook
Adoption, Supt John G. Imel, Astoria;
discussion led by Supt. Walter I. Ford,
Dallas.

DEPARTMENT OF HIGHER EDUCA-
TION.

F. G. FmnkllB, Albaay^ CkmMwmutas

THURSDAY. December 29. 1:80 p. m.

The Possibility of Scientific Training

of Teachers, Prof. J. K. Hart, of Reed

College; discussion led by Prof. H. D.

Sheldon of University of Oregon.

Academic Freedom, Pres. W. T. Fos-
ter, of Reed_College; discussion led by

Pres. L. T. Pennington, of Pacific Col-
lege.

FRIDAY. December 29, 9:80 a. m.

The Real Purpose of the Privately
Supported College, Pres. C. G. Doney.
of Willamette University; discussion
led by Prof. C. P. Coe. McMinnville Col-
lege.

Relation of the College to the Rural
Communities. Prof. M. J. Fenenga, of
Pacific University: discussion led by
Prof. Hector Macpherson. of Oregon
Agricultural College.

DEPARTBIENT OF SBCONDART
SCHOOLS.

E. L. Keeael, Buseae, Chalmum.

THURSDAY, December 28. 1:80 p. m.
Address, Dr. Henry Suzzallo.

DIVISION OF SCIENCE AND MATHE-
MATICS.

L. P. Gllmore, Monaiovth, tnudmuiM.

THURSDAY, December 28. 2 p. m.

The Mathematical Responsibility of
the High School. F. L. Griffin, of Reed
College. At the close of each paper the
chairman will conduct a round table
discussion.

Mathematical Deficiencies of Stu-
dents Entering College, R. M. Winger,
of University of Oregon.

FRIDAY, December 29. 9 a. m.

The Why of General Science, L. P.
Gil more, of Oregon Normal School.

The How of General Science, Francis
D. Curtis. James John High School.

The Project Method of Teaching
Physics. G. W. Wilder. Benson Poly-
technic School; discussion led by Geo.
W. Shantln. Sutherlin.

DIVISION OF HISTORY.

Mlas EllMlieth Bate, PortUiBd»
ChalmuiM.

THURSDAY. December 28, 1:30 p. m.

The Teaching of Recent American
History, Mr. J. P. O'Hara, University of
Oregon.

Shall We Extend Our, First Year's
Digitized by VjOOQIC

!••

OilEGON TBACHBRS MONTHliY

Work to tbe Tear 1«00? Kay Darllnflr.
Waahinffton Hlfh School.

Community Civics as a Pre-requisite
to the Social Studies. A. N. French,
University of Cg'eson.

Elementary Sociology in the Hlgrh
School, H. H. Moore.

FRIDAY, December 29, 9 a. m.

The Selection and Management of
Collateral Readingr, Jessie U. Cox. Sa-
lem Higrh School. _ . „ *

Methods of Handling: Current Events,
F. B. Moore. Ashland Hiffh School.

The Use of Magraxines in History and
Civics Classes. Marian Culver, Lincoln
Hififh SchooL „ .. *,

Vitalisingr the History Recitation.
Jeanette Paddock, Jefferson Higrh
SchooL

ORIQGON OOUlfOn* OF BNGLISH
TBACnHBRS.

Bmest 8. Bates* Bvseae, ChalvMaai
Rma B. Panott, Monaiotttli, Secretary.

THURSDAY. December 28. 1:30 p. m.

The Periodical in the English Course
of the Higrh School, Frederick Berch-
told. O. A. C.

Dramatization in the Higrh Schools.
Rosa B. Parrott, Oregron Normal School.

Bngrliah With Bngrlish Left Out.
Julia BurgTMB, University of Oregron.
FRIDAY, December 29. 9 a. m.

The Correlation of Latin and Eng-
lish, A. P. McKinley. Lincoln Higrh
School. Portland. , .

The Vital versus the Conventional in
the Teaching: of English, Guy E. Dyar,
Eugene High School. ^ „ ^ ^^ ,

"Mehr Licht," Ernest S. Bates, Uni-
versity of Oregon.

ADTANCBD DIYISION ELEIHBNTARY
flCHOOIiS.

Bdwavd D. Curtis, Portland, Chalrmaa.

THURSDAY. December 28. 1:30 p. m.

Reading. L. R. Alderman.

The Seven Lamps. D. A. Grout.
FRIDAY. December 29, 9 a. m.

Demonstration of the Stereopticon
as an Aid in Teaching, L. A. Wiley.

Some Home Made Tests of the Teach-
ers* Efficiency, Carroll G. Pearce.

Moving Pictures, Earl Kllpatrlck,
University of Oregon.

Supervised Study. I. B. Warner.

Ungraded Work. Mrs. Grace McCord.

INTBRMISDIATB DIVISION ELEMEN-
TARY SCHOOLS.

THURSDAY, December 28, 1:30 p. m.

Some Home Made Tests of the Teach-
ers' Efficiency, C. G. Pearse. _^

Efficiency Tests, Charles A. Rice.
FRIDAY. December 29, 9 a. n».

Demonstration of the Stereopticon as
an Aid in Teaching. L. A. Wiley.

Moving Pictures in Connection With
the School and the Community, A. T.
Park. , ,^

Address. Brenton Vedder.

PRIMARY DIVISION BLBMBNTARY
SCHOOLS.

THURSDAY. December 28, 1:30 p. m.

Some Home Made Tests of the Teach-
ers' Efficiency. Carroll G. Pearse.

Interpretative Reading in Primary
Grades. Mrs. Josephine Lisher.

FRIDAY. December 29. 9 a. lu.

During the first and second periods
advanced, intermediate, and primary
divisions will meet in Joint session in
the Shattuck school.

Demonstration of the Stereopticon as
an Aid in Teaching, L. A. Wiley.

Primary Manual Arts, Mrs. Ada J.
Farmer.

A Character Sketch, Mrs. M. L. Ful-
kerson.

The Retail Grocery Store, Fannie G.
Porter.

DEPARTMBBTT OF VOCATIONAX
EDUCATION.

H. H. "Wardrlp, Graats Pass* Ckalrauuk

THURSDAY. December 28. 1:30 p. m.

Oregon's Interest in National Aid for
Industrial Education in Secondary
Schools. E. D. Ressler. O. A. C.

Importance of Desigrn in Drawing
and Woodworking, H. C. Brandon. Ore-
gon Agricultural College.

Manual Training Adapted to the
Community, R. E. Chloupek, Pendleton.

Manual Training versus PrevocaUon-
al Training, Donald* L. Robey. Eugene.

Continuation Schools of the City of
Munich, L. L. Summers, Portland
Schools.

FRIDAY. December 29, 1916.

Manual Training and Its Relation to
Industrial BIfficlency. F. H. Shepherd.
Oregon Agricultural College.

Mechanical Drawing in the High
Schools, A. K. Trenholme, Washington
High School.

The Relation of High School Draw-
ing to College Drawing and Commer-
cial Drawing, F. E. Mangold, Jefferson
High School.

Some Sociological Phases of ludus-
trlal Education, Joseph K. Hart, Reed
College.

HOME ECONOMICS DIVISION.
Sarah Ij. Lewis, Corrallis* Chairman.

THURSDAY, December 28, 1:30 p. m.

Address. E. D. Ressler, Oregon Agri-
cultural College.

The Domestic Science Teacher and
the School Luncheon, Alice Butler. Pen-
dleton; discussion led by Luclle Chase.
Eugene.

Industrial Art Education in Relation
to the Home. Grace Gillett, Oregon Ag-
ricultural College; general discussion
led by Myra Butler, Oregon Normal
School.

FRIDAY, December 29, 9 a. m.

Domestic Science In the Schools and
Its Relation to the Home, Edna Groves.
Portland; general discussion.

Domestic Art In . the High School.
Mrs. A. A. Sanborn, Portland; general
discussion.

Household Education in Some For-
eign Schools, Lillian E. Tingle. Port-
land; general discussion.

Address, Joseph K. Hart, Reed Col-
lege.

COMMERCIAIi DIVISION.

A. C. Crews, Hood River. Chalrmaai

Mrs. G. Holmes liawreaee* Portland,

Seeretarj.

THURSDAY, December 28. 1:30 p. m.
Address. E. D. Ressler, Oregon Agrri-
cultural College. .

Digitized by LjOOQ IC

ORKGON TBACHIDRS MONTHLY

301

The Importance of Commercial Bdu-
cation in the School Curriculum and
What Oresron Is Doingr, Hon. H. D.
Miller.

Teaching: Bookkeeping in Higrh
Schools, A. H. Sproul, Higrh School of
Commerce.

Some Fallicies in Teaching Bookkeep-
ing. I. M. Walker, Behnke-Walker Busi-
ness College.

Adjusting the Bookkeeping Course to
Local Industrial Conditions, Dean D.
Walter Morton. University of Oregon.

Correlation Between the Commercial
Course in High School and the Higher
Schools of Commerce, Dean J. A. Bez-
ell, Oregon Agricultural College.
FRIDAY, December 29, 9 a. m.

Co-operation Between the Business
Man and Commercial Teachers, W. F.
Woodard, Woodard-Clark Drug Com-
pany.

The Office Training Course, H. T.
Vance, Oregon Agricultural College.

The Management of a Typewriting

Department, Miss Btha Mabel Magin-

I Bis. Oregon Agricultural College.

I How to Teach Retail Selling in High

Schools, O. Robert McAuston, Uinver-

sity of Oregon.

Method of Teaching Commercial
Geography. Dr. L. A. Rufener. Oregon
Agricultural College.

Address. Joseph K. Hart. Reed Col-
lege.

ART DIVISION.

Mr. Ellis F. fjawrcnce, Portland,
Chairman.

THURSDAY, December 28. 1:30 p. m.
Report of chairman and appointment
of committees.

School Beautifying with Special Ref-
erence to Pictures for School Room
I Walls. Mrs. J. Elliott King, Portland.
Psychology of Drawing, Prof. Fred-
erick C. Ayer, University of Oregon.
The Purpose of Art Education in the
I Oregon Agricultural College. Farley D.
McLouth. Oregon Agricultural College.
j FRIDAY, December 29, 9 a. m.

j Report of committees and election of

I officers.

Art Training in the Portland Public
Schools, illustrated by exhibition of
student work.

Aims and Ideals, Miss Esther Wuest.
Primary Division, Miss Phyllis Muir-
i den.

Grammar Grade Division, Miss Helen
' Worth.

High School Division, Mrs. Mae Gay.
''i Discussion of Methods, Prof. A. H.
Schroff. University of Oregon; Miss Al-
berta Green, State Normal School; Miss
Edna M. Flarida. Oregon Agricultural
College.

DBPARTBIBlfT OF LIBRARIANS.
Hanlet E. Wood, Portland, Chairman.

THURSDAY, December 28, 1:30 p. m.

Grade Schools. — Miss Bailey, East
Portland; Miss Blood, Vernon Branch;
Miss Metz. The Dalles; Miss Connor,
Shattuck; Miss Slusser. Ockley Green;
Miss Stacy. Ladd.

High Schools. — ^Mlss Drew, Jefferson
High; Miss Case, Salem High; Mr.
Linnehan, Washington High; Miss Gri-
ebel, Lincoln High;.

Normal Schools. — Miss West. Mon-

mouth; Miss Blood, Washington High.

Colleges. — Miss Kidder. Corvallls;
Mr. Douglas, Eugene.

General State Work.— Miss Marvin,
Salem.

Throughout the convention an ex-
hibit will be held in the Lincoln Li-
brary of books and other helps for all
grades. At the close of the program
on Friday afternoon a demonstration
of book mending will be given.

DBPARTMBNT OF PHYSICAL TRAIN-
IHG.

Mabel L. Cammliigs, fiSngene, Chalmum.

THURSDAY, December 28, 1:80 p. m.

The Hygienic Significance of the
Erect Posture. Dr. Bertha S. Stuart.
Reed College.

Methods of Posture Training Adapt-
ed to Elementary Schools. Laura J.
Taylor, Oregon Normal School.

Posture Grading and the Bancroft
Posture Test. Frieda Goldsmith, Uni-
versity of Oregon, and Robert Krohn,
Portland.

FRIDAY, December 29, 9 a. m.

Adolescent Characteristics of Partic-
ular Interest to the Teacher of Physi-
cal Training, Dr. B. W. DeBusk, Uni-
versity of Oregon.

Methods and Organization of Physi-
cal Training for Adolescent Girls. Dr.
Mary V. Madigan, Franklin High
School.

Methods and Organization for Adol-
escent Boys, A. J. Grllley, Y. M. C. A..
Portland.

OEPARTNENT OF RURAL SCHOOLS.
E. R. Peterson, Medford, Chairman.

THURSDAY. December 28. 1:30 p. m.

The State Library as a Factor in
Rural Education, Miss Cornelia Mar-
vin, Salem.

Round Table Discussion, led by J. A.
Churchill, Salem. ^

Conservation vs. Consolidation, C. W.
Tenney, Helena, Mont.

FRIDAY, December 29, 9 a. m.

Business session.

Indoor Games Demonstrated. Miss
Emily Devore, Medford.

What Can 1 As a Teacher Do for the
Betterment of My Community? Pres. J.
H. Ackerman, Oregon Normal School.

Demonstration of Hot Lunches in the
Rural School, Miss Florence Jennings,
Coos County. '

As a part of this place in the pro-
gram, a hot lunch will be served to a
limited number. A charge of 10 cents
will be made to cover the cost of ma-
terials.

The Modern Language Department
will have a program, also the Music
Supervisors.

The Foreign Language Department
will hold its program in conjunction
with the Classical Association of the
Pacific States.

Shrew (contemptuously): What
would you have been If it weren't
for my money?

Shrewd: A bachelor. — Chaparral.

Digitized by VjOOQIC

Membership m the State Teacho-s' Association

The Oreg^on Teachers Monthly Is the
official organ of the State Teachers*
Association, and all subscribers who

pay 11.50 for a year's advance sub-
scription become active members of the
association. Below are the names of
those who are entitled to membership:

1 Nellie V. Kine, Winant

2 Fred Schepman, Florence

3 John Blough. Toledo

4 Maggrie L. Hampton, Toledo
. 6 M. Liillian Ernest, Denzer

6 Earl Brown, Philomath

7 Chas. Hart. Roselodge

8 S. S. Gossman, Chitwood

10 J E. Davis, Chitwood

11 R. E. Wood. Or ton

12 John Miller, Eddyvill«

13 Verne Ross. Toledo

14 T. E. Wilpon, Turner

15 Paul Wyman, Bay City

16 Chas. Holway, Gervais

17 Laura A, Smith, Cottage Grove

18 H. W. Herron, Portland

19 Mary B. Scollard, Woodburn

20 U W. Turnbull. Coquille

21 Hazel Henkle, Monkland

22 A, C. Strangre. Baker
23

24
25
26
27
28
29
30
31
32
33
34
35
36
37
3« _

39 Adda Wright. Warrenton

40 N. A. Frost. Forest Grove

41 Edna Pence, Salom

42 Erica Nordhausen. Aurora

43 Clara Ireland, Portland

44 Julie H. Burch, Oregon City
46 J. P. McGlasson, North Plains

46 Ethel Davis, Myrtle Creek

47 Mrs. E. H. Morrison, Portland

48 Coral Garvin, Corvallis

49 Inez Easton, Sitkum

60 Alethia Chapman. LaGrande

61 May Smith, Mabel

62 Helen Treat, Bueil _ _

63 Virginia Nottingham, Carlton

64 Elma Roberts, Sumner

55 Ruby Skinner, Lakeview

56 Frances Potter, Canby

57 Harriet B. Horrlgan, Hillsboro

58 Grace Egbert, The Dalles

59 Mary B. Underwood, Philomath

60 Ruth Dunbabln, Bourne

61 M. T. Means. Philomath

62 Mildred Taylor, Scappoose

63 Marie Senn. Barlow

64 Bessa Lehmann, Sutherlin

65 Anna Bachmann, Clackamas

66 Adeline Buyserle, Hubbard

67 Isa iBSACson, Junction City

68 Anna Welsenborn. Deer Island

69 Myrel A- Bond, Irving '

70 Rada Antrim. Amity

71 Marvin F. Wood. Corvallis

72 Carl E. Morrison. Perrydale

73 Walthia WaUon. Roseburg

74 H. C. Ostlen. Monmouth

76 Eula Campbell. Freewater

76 M. 8. Pittman, Monmouth

77 Hazel Goger, Boring

78 Clara Spiekerman. The Dalles

79 Mamie Iiarper. Wren

80 R. S. Bixby. Nolin

81 Mattie Foster, Klamath Falls

82 Nell G. Lloyd. Klondike

83 Margaret Rice. Shaniko

84 Martha Chase, Portland

85 Myrtle Ciayville. Portland

86 C. D. Watkins. Dilley

87 Clara Larson, Toledo

88 Emma Murray, Klamath Falls

89 Marion Ford, Klamath Falls

90 May Wheaton, Coquille

91 Fannie G. Porter. Oregon City

92 Mable F. Johnson Butte Falls

93 Helene Ogsburg. Eugene

94 Velma Beardslee, Arlington

95 Gladys Anderson, Clear Lake. la-

96 Alice Lytle, Bonanza

97 Vara Stewart. Portland

98 Charles Knocke. Mt. Carmel, N. I>.

99 Lydia Unden, Winchester

100 Jewell Delk. Drain

101 Matilda Jacobs, Portland

102 Mrs. Gladys Smith. Springfield

103 Helen Anderson, Meda

104 Alma Nichols, Culver

105 Gladys Hatcher, Buell

106 Sylvia Severance, Lexington

107 Dagmar Jeppesen. Boyd

108 Ora England, Walker

109 Florence E. Howatt, Portland

110 Rachel May, Timber

111 Ellen M. Yocum, Amity

112 Alice Jenkins, Eugene

113 Harry Whitten; Kingsley

114 Violet M. Stolle. Irving

115 Violet McCarl, Portland

116 Maude Largent, Hullt

117 Elnor Sherk, Sutherlin

118 Ruth Peterson. Yoncalla

119 Grace Atkinson, Walton

120 Mrs. Mary Hulln, Carpentaria, Cal.

121 Mary E. Moore, Irving

122 Vera Merchant, Lebanon

123 Emma Kennedy, Coquille

124 Maybelle Wagner. McMInnvllle

125 Marguerite Freydig, Sutherlin

126 Ruth A. Brown, Eagle Creek

127 Ranie P. Burkhead, Shaniko

128 Mabel McFadden, Halfway

129 Angle Halley, Medford

130 Goldle Groth, Freewater

131 Justina Kildee, Sutherlin

132 May B. Lund, Coquille

133 Mildred Jones. Amity

134 Grace V. Perce, Medford

135 Myrtle Ess, Klamath Falls

136 Sadie Helberger, Wedderburn

137 Marie A. Smith, Buena Vista

138 Carolyn Woods. Cottage Grove

139 Ruth FInlay. Silverton

140 Luella Daniel, Milton

141 Wllbert O. Wilson, Koplah. Wash.

142 Nettye Moore. Flat River, Mo.

143 Ida Anderson, Early

144 Clara Luther, Halsey

145 Caroline Luther, Redmond

146 Clara Schneider. Gaston

147 Maud Keysaw, Walterville

148 Gladys Burr. Oregon City

149 Emily L. Marshall. Willamette

150 Lapensa Amrine, Oregon City

161 Arabella Davis, Portland

162 Pansy Oswald. Gladstone
153 Pearle Ruegg. Gresham
164 Loney Yoder. Hubbard

166 Mrs. H. L. Hull. Oregon City

156 Ruth F. Hudson. Mullno

Digitized by VjOOQIC

ORBGON TBAOHBR8 MONTHLY

SOS

167 Elizabeth Roach, CherryviUe

168 Brenton Vedder. Gladstone

169 Ruth M. LlnKle, Borinff

160 John R. Rowland, Oregron City

161 A. C. Thompson, Milwaukie

162 Raymond Boyer, Rlckreall
168 L.. H. Mallicoat, Boriner
164 T. J. Gary. Portland

166 Ellen DeHaven, Salem

166 Jessie Hartley, Portland

167 Amy McDanleL Weston

168 Rena Roper, Vancouver. Wash.

169 Stella Swift, Junction City

170 Louise Nimmo, Albany

171 Minnie Kulmke, Salem

172 Wm. Westenskow, Imbler

173 D. A. Hoaer. Sodaville

174 Liaura Moore, Molalla
176 C. Edna Kennedy, Barton

176 Helen M. Hall, Molalla

177 Olg-a Hanson, Clackamas

178 Margaret Summer, Tisrard

179 Mrs. Nannie Thomas, Molalla

180 Mary A« Bickner, Osweero

181 Cora Hasselbrink, Sherwood

182 Chas. H. Jones, Salem

183 Lunah W. Wallace, Huntingrton

184 Mabel Wallace. Willamina
186 Anna Nelson. Palmer

186 Adeline Brown. Kin^sley

187 Miriam Underwood, Oakland

188 Ozella Anderson, Parkplace

189 Mary B. Sherer, Corvallis

190 Winnifred Roe, Monument

191 Matilda F. Grossen, Hillsboro

192 Vernus Young, Echo

193 Edison Fowler, Riverside

194 Mrs. E. D. Spragrue, Lake
196 Lucile J. Lisher. Portland

196 Margraret McDonald. Portland

197 QeoTgla. Smith, Mayville

198 Aver Black. Tygh valley

199 Viola Ortschild. Portland

200 Margaret Ferguson, Siltscoos

201 Lena Gribble, Aurora

202 Ag-nes Weatherson, Minerva

203 Benedictine Sisters. Oregon City

204 Myrtle Birtchet. Mt, Angel
206 Viola Nagel. Gaston

206 Gladys Jory. Salem

207 Anna C. Taylor. North Powder

208 C. H. Wilson. Condon

209 May Payne. Mitchell

210 Gladys Denney. Oakland

211 Laura Brenner. Oregon City

212 Pearl Wilson. Milton

213 J. B. Lent, Fair view

214 Mrs. A. E. Watson. Portland
216 Mary Ulen, Portland

216 J. B. Horner, Corvallis

217 Nina Taylor. Portland

218 M. E. V. Hess. Portland

219 Hattlebelle Ocrilbee. Portland

220 Helen Dnhl. Grenham
211 C. G. Springer. Madras

222 Eva Schneider. Boring

223 Ruth Schmuckli. Portland

224 Marian Robertson. Gre^ham
226 Nellie Renfhaw. Mayville

226 Maude B. Mickel. Gresham

227 P. C. Fulton. Holbrook

228 L. B. Gibson. Hood River

229 Mrs. Ora D. Fleming. Lents

280 Ada Werner. Portland

281 B. Willlamn. Portland

232 Nellie Washburn. Portland

283 Mrs. Margaret B. West. Portland

234 Minerva PowpII. Troutdale

236 Marguerite Miller. Portland

236 Mabel F. Bnrghduff. Portland

237 Louiixe Sterling. Corbett

238 Vina Pwan. Camas. Wash.
289 Mrs. Jennie Carr. Portland

240 Cornelia J. Sppncer, Portland

241 Eva 8. Rice. Portland

248 Frances 8. Estes, Portland

243 Emma Rueter. Portland

244 Mrs. Minnie Parsons. Portland
246 Nell O. Bevans, Portland

246 Mary E. Hill. Portland

247 Estelle Marias, Portland

248 Lutie E. Cake, Portland

249 Margaret Im Pomeroy. Portland

260 Evlyn Cornutt, Portland
Jfl £w.¥*3^ Moriarty, Portland

261 Phila NicoU. Portland
264 Kate E. Wlest, Astoria
264 Jeanette Pound, Salem

266 Mina Magness, Myrtle Point

266 W. F. Cornwell, McEwen

267 Leila Lasley, Toledo

268 Clara Straughan, Pendleton

269 Mary Stein. Union

260 W. M. Smith, Salem

261 A. R. Nichols, Corvallis

262 Frank W. Weber. Bend

263 Margaret V. Thomas, Gardiner

264 Jessie Wagener, Alsea
266 Edna Burke, Boring

266 Luann Hiatt, Tillamook

267 Mrs. S. E. Barnes, Portland

268 Ivan D. Wood. Union

269 Mabel Saunders, Richland

270 Reta E. Waller. Oakland

271 Marie Wainrlght, Mayville

272 Ruth H. Ball. Klamath Agency

273 Mrs. Edith Coleman, Lafayette

274 Jessie Armstrong, Astoria

275 Mrs. W. G. Thompson, Nyssa

276 Hugh J. Boyd. Portland

277 Emma Clanton, Portland

278 Merle A. NImmo. Springfield

279 Blanche Darby. Wilderville

280 Margaret L. Davles, Mt, Vernon

281 Mabel St, Pierre, Salem

282 Ruth B. Hyland, Oakridge

283 G. W. Nash. Bellingham, Wash.

284 Dorothy Waugh. Portland
286 Freda Bohn, Woodburn

286 Delia Rynning. Bstacada

287 Ava Owen, Beaver

288 Myrtlce Fowler, Nortons

289 Beatrice Buckner. Oak Grove

290 Alice L. Bennett, Mosier

291 Bessie G. Immel, Marshfleld

292 Adella Mortensen. Early

293 W. M. Kent, Gold Beach

294 G. P. Harrington. Gold Beach
225 ??'"^' Alida Laduron, Brookings

296 W. H. Grant, Cecil

297 Fay Duff, Pendleton

298 Beulah Thorp, Aurora

299 Florence Buell, Oakland

300 Louisa E. Counsell, LaGrande

301 F. A. Bloomfield, Derby

302 E. H. Anderson, Newberg

303 Ethel Ross. Newberg

304 A. R. Tollefson. Corbett

305 Minnie Mascher. Silverton

306 Benedictine Sisters, Woodburn
807 Roy Bower, Lorane

308 Elizabeth Martin, Boyd

309 Minnie Fortna, Athena

310 Neita Lewis. Newberg

311 Lena Wolcott, Peak

312 Winifred King. Corvallis
813 E. Pearl Smith, Corvallis
314 E. H. Castle Philomath
815 G. E. Ross Lebanon

316 Ferd W. Jones. Corvallis

317 Mrs. Earl Miller. Albany

318 Rose Kaldor, Monroe

319 Rhode Newkirk, Monroe

320 J. V. Kane, Lyons

321 J. E. Dunton, Lebanon

322 Elsie Moore. Corvallis

323 Anna Denman, Lebanon

324 W. L. Jackson. Albany
326 Mrs. Daisy Allen, Shedd

326 J. M. Poe. Berlin

327 Victoria Soderstrom. Harrisburr

328 Nora C. Coleman, Sweet Home

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OREGON TBACHBR9 MONTHIjY

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lie

!lty

rg:

F. M. Maxwell, Halsey
Venia Powers, Payette, Idaho
Blanche Scharmann, Portland
Mrs.Bertha McKlnley.Rogrue River
Mary Hosteller, Silverton
Mrs. Mary Wight, Beswick, Cal.
Sigi^a Johnson, Colton
Dale Loftin, Waterloo
W. J. Patterson, Wamic
Louise Rintoul, The Dalles
lea Li. Derthick, Wapinltia
Phyllis Fischer, Maupin
Frankie Allen, The Dalles
Agnes Campbell, The Dalles
Enid Bell, Big Eddy
Ethyl Gibson, Boyd
Helena Fleck, The Dalles
Mary U. Mlchell, The Dalles
Marcia Selleck, Dufur
Bessie Bonney, Tygh Valley
Mary Adair. The Dalles
Katherine Arbuthnot, Monmouth
Christine Ketels, The Dalles
Frances E. Bennett, Dufur
Elizabeth Leben, Dufur
Mary V. Miller, Maupin
Rose C. Hassing, Dufur
Ella M. Syron, Maupin
Margaret Walker, Mosier
J. P. Ross, Mosier
Mrs. G. R. Crofoot, Maupin
J. S. Wright, Dufur
Arthur Bonney, Criterion
Ruth VanZandt, Mosier
Mary Dennis, Boyd
Lucy S. Ruggles, Dufur
Dorothy Passmore, Mosier
Clara Lorenzen. The Dalles
Hazel Seeley, The Dalles
Ralph Southwlck, Wallowa
Virgil Melvin, Ada
Genevieve Haven, Kent
Hilma Anderson, Portland
H. M. Sherwood, Portland

416 PhyllU Purdin. Pendleton

416 Loretta Hardingr, Florence

417 Floyd L. Senter, Acme

418 Beatrice Runcall. Portland

419 Ruby Fenwlck, Jordan Valley

420 Laura S. Barry, Plush

421 Lulu Maxwell, Banks

422 F. Irma Coon, Laurel
428 Bess Palmer, Springfield
424 Ethel Mudge. Heceta
426 Maude Wakefield. lone

426 H. O. Nedry, Hardman

427 Sylvia McCarty, Sinnott

428 Catherine J. Doherty, lone

429 H. H. Hoffman, Heppner

430 Sophia Burke, Heppner

431 Mrs. Blanche Watkins, Heppner

432 L. A. Doak. lone

433 S. E. Notson. Heppner

434 S. H. Doak, Lexington
436 E. S. Payne, Heppner

436 W. L. Suddarth, Irrigon

437 Orlena Suddarth, Irrigon

438 Edna Carmichael, Lexington

439 Lera Githens, Morgan

440 Mrs. Lucy T. Wedding, Heppner

441 Myrtle Miller. Lena

442 Josephine McDevitt, Lena

443 Olive Moss, Portland

444 Metta C. Brown, Portland
446 Ruby Briggs, Foster

446 Grace Schuebel, Canby

447 Alicia Pearl Horner, Portland

448 Lena E. May, Sherwood

449 Golda M. Johnson, Crawfordsville

450 Bessie M. Hanseth, Monmouth

451 R. L. Green. Fossil

462 Fred Hawes, Winlock

463 Ida Olson. Fossil

464 Lillian Duff, Fossil

455 C. R. Deems, Burnt Ranch

466 Eva Boyle Linville, Spray

457 Leah Blann, Twickenham

458 B. L. Murphy, Spray

459 Mrs. Elizabeth Bowerman, Fossil

460 Flora Gilliland, Fossil

461 Susan E. Prindle, Antone

462 Ray ma Lee Van Horn, Fossil

463 C. R. Curfman, Kent

464 Jessie Hill, Kent

466 Ethel L. Hooper, Hoskins

466 Edna Hamlin, Brownsville

467 Oliver Matthews, Boyd

468 E. B. Moore, John Day

469 C. H. Poole, Canyon City

470 Bruce Hayes, Prairie City

471 R. E. Bible, Hamilton

472 Margaret Mitchell, CaverhiU

473 Clara B. Carroll, Dayville

474 Mabel Thomas, Prairie City

475 Rachel Ballance, Long Creek

476 Mrs. W. W. Slaughter, Ritter

477 Mrs. C. W. Curtis, Beech Creek

478 Corwin A. Harvey, Fox

479 C. H. Justice. Cotton Wood

480 Mrs. Laura Collins, Hamilton

481 Wesley Harryman, Long Creek

482 Robert Harryman, Monument

483 Mrs. L. A. Slaughter, Monument

484 E. W. Kimberling, Prairie City

485 V. E. Danels, Prairie City

486 Millie Ricco, Austin

487 W. M. Bennett. Dayville

488 Anatta Burch, Enterprise

489 Wilhemina Hemrich. Albany

490 Amel Moore, Madras

491 Osie H. Jewell, Madras

492 Ethel Klann, Madras

493 Elva J. Smith, Madras

494 Lelota Horrigan, Gateway
494 Christine Ferm, Lexington

496 Hazel Thorson, Bend

497 Irene Weekly, Marshfield

498 Emma M. Schreiber, McMlnnville

499 Bertha King, Corvallis
600 Vera Tipton, Reedsport

Digitized by VjOOQ IC

OREGON TBAOHSIRS MONTHLY

SOS

501

502

SOS

504

605

606

507

608

509

510

511

612

61S

514

615

516

517

518

519

520

521

522

523

624

525

526

527

628

629

530

531

632

633

634

635

636

537

638

639

640

641

642

643

644

646

646

647

648

649

660

651

662

663

664

655

556

557

658

559

560

561

662

563

664

666

566

567

568

669

670

671

572

573

574

676

576

677

578

679

580

681

682

683

584

686

686

K, T. Reed, Corvallis
Irene Dougrlas, Willows
Sylvia Hardman. Condon
Beatrice Snell, Arlingrton
Bnid O. Lfoeper, Condon
Mrs. Lun Searcy, Condon
Eunice Ebbert, Gwendolen
Phyllis Fate, McDonald
Clara M. Blais. Condon
Cora Smith. Condon
Lottie Keizur, Condon

ild

Anne G. Jackson. Knappa
Mary Harrison. Madras
Albert H. GUlett, Dayton
Madere Thomas. Buena Vista
Etta Halley, Willamette
H. E. Inerlow. Forest Grove
Grace Pryor, White Pine
Clyde Lb Knapp, Salem
H. C. Todd, Salem
Emma C. Brack, Woodburn
Ellen Greibenow, Salem
Emma Walker, Salem
Mattie Neeley, Turner
Harry Bailie. Silverton
Henriette Bernin?. Mt. Angrel
Helen Kefer, Mt. An^el
Josie Thompson, Grants Pass
Harriet Minthorn. Rogrue River
Liois Sims. Hubbard
Mabel Van Fleet. Mehama
Hilda M. Nerison. Silverton
Flora Grice. Salem
F. A. Myers. Aumsville
H. M. James. Silverton
Mrs. H. H. Pa^et, Macleay
J. H. Collins, Woodburn
Anna Llndgren, Salem
Osie Grice. Aumsville
W. C. Gauntt, Stayton
J. G. Noe, Hubbard
Alta B. Brown. Lyons
Minnie L. Joeckel, Silverton
Margraret West, Oregron City
Ellen Currin, Salem
Kate Willoughby, Aragro
Daisy Carter. Salem
Margaret J. Cosper, Salem
Mrs. E. H. Belknap, Turner
F. P. Sherman, Woodburn
Hilda J. Olson, Silverton

A. N. Arnold. Salem

E. S. Stultz, Scotts Mills
Bertha C. Byrd, Salem

B. K. Cook, Salem
Julia Iverson, Salem
Alice E. Estes. Scotts Mills
Mrs. L. R. Stinson, Stayton
Elwina E. Schramm. Salem
Mrs. Marie Ehmer. Salem
Greta Phillips. Salem
Leota C. Humphrey. Turner
Emma F. More, Salem

687 R. L. Toungr, Mt Angrel

588 Abbie S. Davis, Salem

689 Mabel Temple, Salem

690 W. J. Mishler, Woodburn

691 Grace Johnson, Niasrara

692 Ina C. Hubbs. Silverton

693 Neita Royer, Salem

694 Mrs..L*aMoine Clark. Salem
696 Agrnes Uriggs, Jamieson

696 Frances Chivin^ton, Portland

697 W. A. Pettys. Portland
598 E. S. Evenden. Monmouth
699 H. D. Sheldon. Eugrene

600 Mrs. Marie StoUer, Metolius

601 Emma Agree, Wllsonville

602 Martina H. Thtele, Hood River

603 T. J. Skirvln, Wamlc

604 Amilla Dart, Sclo
606 Cora Gay, Rickreall

606 Armilda Douffhty. Monmouth

607 Mrs. Chloe Wood, Dallas

608 Lester Gardner, Dallas

609 Mrs. Ella Oleman, Hoskins

610 Roberta E. Balland, Rickreall

611 Geneva Sayre, Black Rock

612 Mrs. Mattie Neal, Grand Ronde

613 H. H. Matthews, Phoenix

614 Rose H. Gay. Gold Hill

615 W. O. Wheeler. Eagrle Point

616 Anna Jeffrey, Medford

617 Dorothy Hartung. Junction City

618 Grace L. May. The Dalles

619 Eula Strangle. Portland

620 Neva McReynolds, Langrells Val.

621 Alma Sutherland. Bakeoven

622 Ruth Dowd. Weston

623 John R. Stuber. Joseph

624 Harvey A. Wrigrht. Rickreall
626 Nellie Keyt. Independence

626 Willis A. Johnston. McCoy

627 Edith Montgromery, Falls City

628 Mrs. E. R. Palmer. Dallas

629 Grace Porter. Rickreall

630 E. H. Hedrick, Monmouth

631 W. I. Reynolds, Dallas

632 Lora Chute, Independence

633 Alice E. Quint. Black Rock

634 Mabel C. Gillette, Independence

635 Elsie L Taylor. Salem

626 Winona Rowland. Rickreall

637 Alice Mcintosh, Monmouth

638 Georgria Curtiss. Dallas

639 Effie Cuthbert, Sheridan

640 Gertrude R. Wilson, Monmouth

641 Olive McCready. Suver

642 W. I. Ford. Dallas

643 Rose Bodayla. Salem

644 R. W. Tavenner, Independence

645 Nellie Youngr. Parkers

646 Floyd O. Miller. Dallas

647 Edna Sweeney, Buell

648 Gladys Stewart. Rickreall

649 Jessie Hunt, Independence
660 John Kurtlchanov, Chltwood
651 J. I. Reasoner, Dallas

662 Gladys Mitchell, Independence

653 Loralne Goehring, McCoy

654 Clara Sampson. Nortons
656 June Philpott. Corvallis

656 Sara Huntington. Yoncalla

657 Retta M. Allen. Whitney

658 Sophia A. Wilson, Portland

659 Emma Post, Drain

660 Agathe Grondahl. Portland

661 Dora E. Starke, Amity

662 G. W. Milam, Gold Hill

663 Mrs. W. N. Davis, Rogue River

664 Mrs. O. C. Lichens. Kerby

665 W. H. Ashcraft, Ashland

666 Lillian L. Gammill. Trail

667 Emily DeVore, Medford

668 Elizabeth Elmore, Applegate

669 Viola Hogan, Trail

670 Chester Cook. Wolf Creek.

671 Wessie Griffith. Medford

672 H. Howard Grover, Medford

Digitized by VjOOQ IC

see

ORBGOH TEJLCmmRB MOHTHLT

678 Nellie B. Robs. Ashland

674 Annie O'Keefe. Huntingrton Beach

675 Lela B. Bloom, L>aGrande

676 Nellie Shelley, Merlin

677 Mareraret McQuistion, QrantB Pass

678 Susanne Homes, Ashland

679 Gladys Muserrave, Hardman

680 Laura Jackway, Troutdale

681 Mary £}. Wilcox, Sheridan

682 Winifred A. Joyce. Portland

683 Sherman Smith, Helix

684 Alice N. Stanisrer, Waldo

685 Laura E. Hansoln, Ashland

686 Edith R. Fredenburg, Brownsboro

687 Havel Shaver, Ashland

688 Emma Wendt. Jacksonville

689 Roy Brown, Murphy

690 Maude Philbrook, Medford

691 Robert I. Peachey, Jacksonville

692 May Nordoff, Medford

693 Julia Sidley, Ea^le Point

694 Vera Kellems, Grants Pass

695 Pearl L. Gould, Butte Falls

696 Blanche Crane, Grants Pass

697 Mary A. Oakes, HugTO

698 Q. W. Agrer, Talent

699 Anna Potts, Merlin

700 J. A. Churchill, Salem

701 H. C. Seymour, Corvallls

702 C. S. Cramer, Medford

703 E. B. Stanley, Central Point

704 Leonard M. Buoy. Butte Falls

705 A. R. Peterson, Medford

706 Stella M. Paddock. Grants Pass

707 J. C. Banard. Tolo

708 A. E. Humpton, Selma

709 Mrs. Alberta Jones, Beagle

710 D. K. Luthy, Gold Hill

711 Katherine Foley, Gold Hill

712 V. A. Davis, Central Point

713 Mrs. Mollie Beldingr, Grants Pass

714 H. H. Fox, Lake Creek

715 Florence Querry, Medford

716 Tom L. Ostien, Waldo

717 H. H. Wardrip, Grants Pass

718 Helene Knips, Grants Pass

719 J. A. Bish, Wilderville

720 Marian I. White, Grants Pass

721 Laura C. Atkins, Grants Pass

722 Margaret Gallinger, Jacksonville

723 B. F. Nibert, Applegate

724 Gertrude Engle, Ashland

725 Daisy M. Lewis, Jacksonville

726 P. H. Daley. Medford

727 Kathryn Dunham. Medford

728 Harriet Wilson, Medford

729 Mrs. May Rose, Wonder

730 Lucia C. Chapman. Waldo

731 Pina Benedict. Ashland

732 Clara Skyrman, Trail

733 Lucile Rader. Medford

734 Dewie E. Howe, Trail

735 Hazel Taylor, Central Point

736 Marie Dolan. Hugo

737 Melvina M. Fox, Merlin

738 Aneta M. Chellin. Grants Pass

739 Mrs. Geo. B. Canode. Medford

740 Felix E. Moore, Ashland

741 Elizabeth Neidigh. Knappa

742 Annie Williamson. Fisher

743 Belle M. Yeates, Fossil

744 Minnie Schaller, Salem

745 E. B. Nedry, Nyssa

746 Luther D. Cook, Paradise

747 Walter T. Clay, John Day

748 Sister Mary Amelbergo. St Paul

749 Carrie B. Livesley. Deschutes

750 Lena Woodward, Medena, Ohio

751 B. H. Calkins, Whiteson

752 A. Devaul, Paidley

753 Gladys Pearson, Hammond

754 Mary Hoham, Monmouth
765 Guy L. Lee, Dallas

756 Mamie Longworth. Perdue

767 J. H. Bosard, Roseburg

758 Oscar Gorrell, Oakland

769 Sybil Farnsworth, Millwood

760 J. E. O'NeeU Canyonville

761 Irma L. Vance, Winchester

762 Mrs. Aura D. Jackson, Dillard

763 Mary M. Whipple, Myrtle Creek

764 Walter E. Hercher, Myrtle Creek
766 Mattie I. Carr, Toncalla

766 Emery D. Doane, Yoncalla

767 Mrs. C. W. Hartley. Sutherlin

768 Myrtle Powell. Sutherlin

769 Mary Edgerton, Roseburg

770 Elizabeth Northcraft, Camas VaL

771 A. J. Flurry, Days Creek

772 My r telle Gross. Oakland

773 Gladys Price, Myrtle Creek

774 Nellie M. Wood, Days Creek
776 LiUie Duncan, Perdue

776 Mildred Waite. Sutherlin

777 Mrs. Emma Leeper, Oakland

778 Addle M. Wilson, Yoncalla

779 John Kernan, Rosebi«rg

780 Kathryn Agee, Roseburg

781 Mrs. Myrtle Bradford. Roseburg

782 Mary Aitken, Edenbower

783 Hannah Ruden, Kellogg

784 Ruth Swinney, Roseburg

7S6 Elizabeth Parrott, Roseburg

786 Watson C. Lea, Drain

787 Alice Ueland. Roseburg

788 Jennie Cook. Roseburg

789 Mrs. E. S. Ackert, Myrtle Creek

790 Harl H. Bronson. Riddle

791 Myrtle L. George. Canyonville

792 Florence P. Allen, Drew

793 Adeline Stewart. Roseburg

794 F. B. Hamlin, Roseburg

795 Fred A. Goff, Roseburg

796 W. Alice Goff, Roseburg

797 Ellen Millikin, Drain

798 Floy McCormack, Dillard

799 Floyd Watson. Oakland

800 Lora B. Pummill, Riddle

801 Mamie Langdon, Yoncalla

802 Margaret Bremmer, Brockway

803 H. Omer Bennett, Roseburg

804 Wilfred Brown. Camas Valley
806 A. E. Street, Camas Valley

806 Burt A. Adams. Lakeview

807 Stella Curtis, Burns

808 Frances Kirsch, Berdugo

809 Lacy B. Copenhaver, Springfield

810 Emma Haroun, Wamic
gll Anna Taylor, Mapleton

812 Lola B. Thompson, Grants Pass

813 Mabel McLean, Oregon City

814 A. C. Stanbrough, Newberg

815 Jene Mallory, Spray

816 Lelah McGee. Burns

817 Orisa Hurd, Harper

818 Martha Peters, Holbrook

819 Edith O. Messenger, Disston

820 LaVilla Buell, Cottage Grove
831 Ivy J. Ten Eyck, Boring

822 Mrs. C. W. Shurte, Heppner

823 Esther Hughet, Narrows

824 M. N. Bonham, Hillsboro

825 Mrs. Minnie Gates. Hillsboru

826 Sue Berg, Portland

827 Jessie B. Greer, Forest Grove

828 Lenore Isaacson, Portland

829 Grace M. Thomas, Hillsboro

830 Maude Brennan, Beaverton

831 R. L. Wann, Orenco

832 C. C. Ailor, Banks

833 Mary Yoder, Beaverton

834 Pearl R. Reed, Oswego

835 Sisters of St Mary. Verboort

836 Marion Crawford, Timber

837 Daphne Henderson, Hillsdale

838 Mrs. Emma Frazelle. Multnomah

839 S. M. Ramsay. Tualatin

840 Elsie Lathrop, Forest Grove

841 H. T. Evans, Garden Home

842 Cleo Rector, Hillsboro
848 Susie Soott Sheridan

Digitized by LjOOQIC

ORBGON TBAGHBRS MONTHLY

S07

844

846
847
848
849
860
861
852
853
854
855
856
857
858
859
860
861
862
863
864
865
866
867
868
869
870
871
872
873
874
875
876
877
878

?79
80
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928

G. A. W. Russell, Buxton
Mary Lb Criteser, Yoncalla
Lura H. Grout, Koler
R. G. Hall. Roseburgr
LiUie Maclver, Roseburgr
Purl Patrick, Oakland
John E. Flurry, CanyonviUe
O. C. Brown, Roseburgr
Mrs. O. C. Brown, Roseburg-
B. W. Barnes, Hillsboro
Mrs. Minnie Conant. Banks

ind
Ellie M. Sasre, Dilley
Lottie Cole, Sherwood
Laura J. Bell, Forest Grove
J. W. Peabody, Forest Grove
Helen E. Weed, Dllley
Jennie Beamish, Portland
Lillian Troedson, Morgran
R, H. Harris, Shedd
James H. Bohle, Orton
Ada M. Peebles, Portland
Grace Wiltshire, Bonita
Georgria Bell, Portland
Florence Bollam, Portland
Florence Caldwell, Portland
Margaret McCabe, Portland
Sarah Beattie, Portland
Martha Irwin, Portland
Florence Blumenaeur, Portland
Alice Ormandy, Portland
Evangreline Van Home, Portland
Charlotte Lucas, Portland
Mrs. Laura Black, Portland
Mrs. Clara Pratt, Stayton
Crystal H. West, Mt. Vernon
Dorothy Litscher, Sheridan
Myrtle Byers. Clarno
E. May Moore, Laurel
Anna M. Schwall. Cornelius
Mrs. Effie R. Arns, Portland
Stella M. Hinman, Cherry Grove
Clara M. Walker, Gales Creek
Frances M. O'Connor, Laurel
Wm. Irle, Portland
Mrs. Minerva T. Brown, Hillsboro
J. M. Stretcher, Beaverton
J. R. Chapman, Metzger
Cora E. Stephens, Laurel
Ruth J. Frost, Gaston
Ruth Johnston, Beaverton
Gladys O. Willard, Gaston
C. L. Nelson, Mountaindale
Floy A. Norton, Forest Grove
Florence Enschede, Forest Grove
E. W. Luecke, Cornelius
Jessie L. Smith. (]iales Creek
Edith Mensing. Hillsboro
Mrs. H. A. Ball, Hillsboro
Naomi Bllleter, Orenco
Ruth Canright, Kent
Gladys K. Asher, Mt. Vernon
Mrs. Cecil Porter, Metolius
Nella M. Van Horn, Madras
Iva Cox, Lapine
A- J. Prideaux, Portland
Grace Mann. Portland
Artie Nichols. Bonanza
Mrs. L. M. Gilbert. Salem
OrvIU G. Reeves. Marshfield
Louis E. Furrow, Myrtle Point
S. C. Sherrill, Riverton

929 Nina Dano, Bandon

930 J. F. Croft, Bridge

931 Kate Chatburn, Bandon

982 Rose E. Grossop, Marshfield

933 Mrs. P. M. Wilbur, Marshfield

934 Mrs. Emma E. Easton, Empire

935 B. S. Gannvell. Powers

936 Ernest Root, Myrtle Point

937 Anne Wickman, Marshfield

938 Nettie Belloni, Prosper

939 Hazel I. Matthews, Powers

940 Grace Delmore, Sumner

941 Ellen E. Kelley, Marshfield

942 Helen Bobbins. Broadbent

943 Anna M. Thomas, Bridge

944 Metta E. Hansen, Arago

945 Margaret Stambuck, North Bend

946 Anna Clinklnbeard, North Bend

947 Selma Thomas, Marshfield

948 Ernest C. Lloyd, Marshfield

949 Mrs. Ella M. Rea, Bandon
960 Delia L. Bryant, Bandon

951 Etta E. Darnell, Myrtle Poini

962 Ida £. Gamble, Bandon

953 Ruth Peebley, North Bend

954 Helen E. Mende, North Bend

955 Helen M. Sprague, Marshfield

966 Lola Greene, Myrtle Point

967 May N. Allen, Coquille

968 Lila A. Smith, Bridge

959 Hilda Mcnson, Sulphur Springs

960 Muriel Watkins, Myrtle Point

961 Edith R. McLeod, Marshfield

962 Phina Anderson, Marshfield

963 Elsie G. Philpott, Riverton

964 C. A. Howard, Coquille

965 Agnes McCracken, Myrtle Point

966 Anna SoUie, Bandon

967 W. E. Moses, Marshfield

968 Ellen Knudsen, Empire

969 Clara Moser, Gravelford

970 Ivy Bryan, McMlnnville

971 Bessie E. Jones. Cascadia

972 Fkoyd Bridges. Kellogg

973 Juanita Porter, Wheeler

974 Nora A. Kellow, Hemlock

975 Mrs. J. H. Dustan, Tillamook

976 Alice M. Phillips, Tillamook

977 Mabel R. Terry. Tillamook

978 C. S. Armold, Blain**

979 Mary L. White, Tillamook

980 Gertrude Schlappi, Tillamook

981 H. S. Brimhall, Garibaldi

982 Myrtle Wallin, Tillamook

983 Ethel R. Glines, Tillamook

984 Katherine Loerpabel, Barnosdale

985 Helen L. Clair, Woodburn

986 Evelyn Walker, Gold Hill

987 Clara A. Nelson. Grass Valley

988 Justus A. Miller. Lexington

989 Bertha McCalllster. Grants Pass

990 Cordelia Stiles. Salesvllle, Mont.

991 Ethel Notter. Mulino

992 Virginia V. Worsham. Portland

993 Ruby V. Hazlett, Salem

994 G. B. Lamb, Tillamook

995 Ella R. Sperry, Beaver

996 Harriet M. Ford, Tillamook

997 Mrs. H. C. Hanson. Tillamook

998 C. E. English, Nehalem

999 Sarah Donohue, Oreton

1000 Eleanor Spall, Rockaway

1001 Fred C. Peusser, Hebo

1002 Effie Williamson. Fossil

1003 H. F. Pflngsten. The Dalles

1004 Alah A. Hunt, Fossil

1005 Lela M. Forest, Three Pines

1006 Varena M. Puntenney, Albany

1007 George R. Schrelber. Shedd

1008 Mrs. Eva Scott, Oregon City

1009 Elva Austin, Salem

1010 Emma Klrkpatrlck, Newberg

1011 Ruth C. Warren, Harney

1012 Ethel I. Bowers, Mist

1013 A. M. Winn, Vernonia

Digitized by LjOOQ IC

308

ORBGON TIfiACHKRS MONTHLY

1014
1016
1016
1017
1018
1019
1020
1021
1022
1023
1024
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037
1038
1039
1040
1041
1042
1043
1044
1045
1046
1047
1048
1049
1050
1051
1052
1063
1054
1055
1056
1067
1058
1059
1060
1061
1062
1063
1064
1065
1066
1067
1068
1069
1070
1071
1072
1073
1074
1075
1076
1077
1078
1079
1080
1081
1082
1083
1084
1085
1086
1087
1088
1089
1090
1091
1092
1093
1094
1095
1096
1097
1098

Mary Dahlgrren, Warren
Ethel B. Lawpauerh, Yankton
Mary R. Thomas, Warren
Mrs. Bird B. Clark, Chapman
Mrs. Gladys L. Smith, Vernonla
Bertha Lewlson, Clatskanie
David L. Cook, Newbergr
W. E. Buell, Buena Vista
W. Hurley, Keasey
Oladys Richey, Rainier
Mary McGreeor, Marshland
Clarence Phillips. Clatskanie
James Dodson. Scappoose
Asrnes Brown, Trenholm
Florence Taylor, Goble
Madeline Slotboom, St. Helens
Velma Snider, Mist
Mrs. E. E. Mallaber, Goble
Jessie H. McDonald. Scappoose
Llllie M. Leith. St. Helens
Ethel A. Allen, Rainier
G. W. Brown, Houlton
Mrs. Ada Holaday, Scappoose
Lyle B. ChappelL Quincy
Lillian Cooper, Goble
Hilda Muhr, Warren
Madelina Thomas, Warren
C. C. Cassatt, St. Helens
C. E. Lake, St. Helens
O. T. Tabler, Rainier
J. W. Allen. St. Helens
Mabel Molin, Bacona
Bessie Kennard, Falls City
Mamie E. Ayres, Beaverton
Marie Groves. Carlton
Asratha DeCarie. Gales Creek
Margaret Davis, Mt. Vernon
Angreline Adoradio. Dundee
Julia C. Harrison, Narrows
Effie M. Lovegrren. Cherry Grove
Elizabeth C. Riecker. Monmouth
Anna Gallup, Mist
Mrs. Effie Wilson. St. Helens
Roberta Smith, Drewsey
Glennie McBane, Culver
J. Victoria Huston, Tumalo
A. L. Stephens, Taft
Edith Witzel, Monmouth
Nellie Springer, Colton
Henry H. Dirksen, Hubbard
Norma Holman. Airlie
J. Y. Bethune. Salem
Victor Boyd. Leona
Marjorie Whipple. Gunter
Mrs. Mamie J. Rafferty, Bankft
Mamie Cachelin, Dixonville
Kathryn Dougherty. Silverton
Harriet Chambers. Silverton
Mary E. Frazier. Hood River
Cleo Shoup, Parkdale
W. H. Alwin, Cascade Locks
Charlotte Kinnaird. Hood River
Antonia A. Bauer, Hood River
Mrs. Mary Millard. Sheridan
Ray R. Canterbury, Tumalo
J. F. Santee, Connell, Wash.
Isolda B. Roper. Antelope
Anna C. Godbersen, Hood River
Gertrude Jones. Hood River
Mrs. W. E. Blashfield, Hood River
Eleanor Coe, Hood River
Elizabeth Grant. Cascade Locks
Etheljane McDonald, Hood River
Sylvia Elder, Moiser
Clara E. Rand, Hood River

1099 Wm. A. Cass, Hood River

1100 Mrs. W. W. Rodwell. Hood River

1101 Sadie McKenzie, Cascade LK>ck«

1102 Elizabeth Swanson, Hood River

1103 Mary E. Sheppard, Rood River

1104 Nellie Crocker. Hood River

1105 Margaret McNamara, Parkdale

1106 N. E. Fertigr. Hood River

1107 V. M. Vose. Hood River

1108 Regina Cash. Wyeth

1109 Marion Howe, Hood River

1110 Harriet Alexander, Hood River

1111 Edith Baker, Hood River

1112 C. R. McCoy. Hood River

1113 Mrs. Elizabeth Curtis, Mt. Hood

1114 Mrs. J. H. Crenshaw, Dee

1115 J. O. McLaughlin. Hood River

1116 Selma E. Lahti, Prairie City

1117 Echo Githens, Morgan

1118 Dora G. Jackson, Gooseberry

1119 Raymond L. Cornwell. Madraa

1120 Mrs. B. Jorgensen, HiUsboro

1121 Ruth Howard, Jefferson

1122 L. A. Wright. Eugene

1123 Lucile Risch. Catlow

1124 Hazel Bevans, Burns

1125 Henrietta Hoyser, Salem

1126 Mrs. E. K. Mitchell. Tillamook

1127 Ha Knox, Spray

1128 Roy W. Glass, Philomath

1129 Estella Phiester, Medford

1130 Ora Cox, Medford

1131 Murl Coffeen, Medford

1132 Sue Hoffman, Medford

1133 G. W. Godward, Jacksonville

1134 Elizabeth Ferguson, Medford

1135 Heloise Phillips, Echo

1136 Fern Moisington. Pilot Rock

1137 Mrs. Paralee Hailey, Pendleton

1138 Alice Hudson, Hermiston

1139 Ada Earl, Stanfield

1140 Anico Barnes, Stanfield

1141 J. O. Russell, Athena

1142 Lillian D. Dobson. Athena

1143 Mrs. Ora A. Powell, Freewater

1144 Clara Partridge, Athena

1145 A. T. Parks, Pendleton

1146 Nellie McCane. Helix

1147 J. W. Smith, Milton

1148 H. M. Allen. Pendleton

1149 Lucy Coffey, Freewater

1150 J. A. Hawks, Nolln

1151 F. W. Beatty, McKay

1152 H. C. Fetter, Weston

1153 Gilbert C. Woods. Freewater

1154 Bessie Hatch, Nye

1165 Mabel Montgomery, Weston

1166 Violet Kendlg, Adams

1157 Anne L. Saling, Nye

1158 Mrs. M. L. Fulkerson. Salem

1159 Mrs. Orpha K. Sevey. Stanfield

1160 Metta Johnson, Milton

1161 Vesta Cutsforth. Pendleton

1162 L. 6. Kicker, Milton

1163 Edith May Richardson. Helix

1164 W. S. Mayberry, Milton

1165 Luella B. Pinkerton, Weston

1166 Mrs. H. W. Drew, Helix

1167 H. W. Drew, Helix

1168 Pauline Heacock, Pilot RocK

1169 Mrs. L. B. Cordery, Adams

1170 Mrs. Florence Kelley. Milton

1171 Irma Belles, Wallula, Wash

1172 J. S. Danforth, Freewater

1173 Rose Monterastelli. Helix

1174 Myrtle Sneve. Freewater

1175 Hattle E. Pulliam. Pilot Rock

1176 C. E. Graham. Pendleton

1177 Kate Christensen. Freewater

1178 Alice Butler. Pendleton

1179 Glee Wharton. Freewater

1180 Hazel Adams. Pendleton

1181 Eunice Smith. Helix

1182 Frank R. Doble. Pine Grove

1183 Mrs. L. D. Idleman. Pendleton

Digitized by LjOOQ IC

ORBGON TBACHBRS MONTHLY

S09

1184

1185

1186

1187

1188

1189

1190

1191

1192

1193

1194

1195

1196

1197

1198

1199

1200

1201

1202

1203

1204

1206

1206

1207

1208

1209

1210

1211

1212

1213

1214

1215

1216

1217

1218

1219

1220

1221

1222

1223

1224

1225

1226

1227

1228

1229

1230

1231

1232

1233

1234

1235

1236

1237

1238

1239

1240

1241

1242

1243

1244

1245

1246

1247

1248

1249

1250

1251

1252

1253

1254

1255

1256

1267

1268

1269

12C0

12C1

1262

1363

1264

1266

1266

1267

1268

Jesale^. Brlerjjr. Athena

John L. Ashton. Derbv

f Lake

e

[>lee

[dwell, Cal.

tte. Ida.
onmouth

dford
:ade Locks

La Orande
ker

Edna M. Bennett, Baker

1269
1270
1271
1272
1273
1274
1275
1276
1277
1278
1279
1280
1281
1282
1283
1284
12S5
1286
1287
1288
1289
1290
1291
1292
1293
1294
1295
1296
1297
1298
1299
1300
1301
1302
1303
1304
1305
1306
1307
1308
1309
1310
1311
1312
1313
1314
1816
1316
1317
1318
1319
1320
1321
1322
1323
1324
1325
1326
1327
1328
1329
1330
1331
1332
1333
1334
1335
1336
1337
1338
1339
1340
1341
1342
1343
1344
1345
1346
1347
1348
1349
1350
1351
1352

1353

Roy Conklin, Wallowa
Elizabeth Bond, La Grande
Isabelle Miller, La Grande
Janette Willfferodt, Flora
Myrtle Schuman,_Promise

]
]
]
]

]

i

]

]

]

]

]

]

]

(

\ nnimn\ r*. r'stvierson, v^nico

Alpha Busick, Union

M. Elma Cusick, North Powder

Esther Koplin, Enterprise

Lewis E. Reese, El^in

Mrs. Rose Clawson, Elfin

J. I. Sturffill, Durkee

G. W. Saramons, Imnah

Teresa Castle. La Grande

Dora Caton, Durkee

Frances O. Lees, Baker

Retta B. Mercer, North Powder

Mae A. Gilliam, Baker

Frieda M. Eubergr. Baker

D. Chesley Bones, Halfway
R. A. Wilkerson, La Grande
Anna Meyer. Baker
Martha Miller. Elgrin
Royal J. Allen, Cove

B. Southwick, Promise

Edith Welch, Alicel

Grace Fine, Elgrin

Ruth A. Ghormley, La Grande

Helen Huff, Baker

Hulda Anderson, La Grande

Nellie G. Neill, La Grande

Ethel L. Davis, Baker

Erma F. Cole, Audrey

Manuel Snider, La Grande

Beatrice Pugrh, Kamela

Isabelle Gray, Philomath

Estelle J. Mclntyre, Portland

Emily C. Roberts, Portland

Isabelle Chalmers, Portland

Josephine Lisher, Portland

A. M. Cannon, Portland

Grace Sweeney, Taft

Eleanor Warren, Dundee

Vida A. Dunlop, Halsey

F. Silsbee, Aurora

Raymond E. Baker, Coquille

Dorothea McCauley, Terrebonne

Dorothea Pike, Blrkenfeld

Mrs. Enos M. Fluhrer. Maygrer

Dorothy ZInser, Oswegro

Margraret Horton, North Powder

Stella M. Denzer. Summer Lake

F. E. Dunton. Moro

Roy Bowman, Moro

Cecil Lutey, Toledo

Grace M. Tyler, Heppner

Lula E. Peterson. Suver

Nina M. Ross, Clover Flat

Cora D. Fraine, Portland

E. D. Ressler, Corvallis
Hettie Powers, Joseph
Frances Bartshe, Payette. Ida.
J. E. Calavan, Oreffon City.

Digitized by VjOOQIC

310

ORBGON TBACHBRS MOMTHIiT

1S54 Ada Ross, Lexingrton 1439

1365 Mattie Knottinffhaxn, SkuUsprinff 1440

1356 Lena Ulen, Portland 1441

1367 Blanche Wilson, Terrebonne 1442

1368 Emma Weaver, Vincent 1443

1369 Ina B. Graham, FalU City 1444

1360 Auffusta Parker, Klamath Falls 1445

1361 Mary Stewart, Klamath Falls 1446

1362 Nellie McAndrews. Klamath Falls 1447

1363 Nett D. Peterson, Klamath Falls 1448

1364 R. H. Dunbar, Klamath Falls 1449

1365 W. a Buel. Tillamook 1450

1366 A. B. Haverly, Woodburn 1451

1367 B. G. Hardiner. Roerue River 1452

1368 Albert Schroder, Prlneville 1453

1369 Howard S. Miller. Yamhill 1454

1370 Hazel Fawcett, CoquiUe 1455

1371 Lincoln Savagre, Grants Pass 1456

1372 J. E. Drillette. Marlon 1457

1373 Violet Rush, Elgrin 1458

1374 Evaline Falconer, Enterprise 1459

1375 Effie McDaniel, Portland 1460

1376 Elizabeth Robinson, Medford 1461

1377 Altha Chandler, Devil's Lake 1462

1378 Margaret ReiUy, Hood River 1463

1379 H. O. Pearson, Eugene 1464

1380 Florence Pifer, Parkdale 1465

1381 Opal C. Rice, Helix 1466

1382 Edith M. Clark. Astoria 1467

1383 B. T. Youel, Eugene 1468

1384 E. F. Carleton, Salem 1469

1385 Gertrude A. Orth, Portland 1470

1386 Owena Crow, Scappoose 1471

1387 Mrs. Janet M. Grant, Fairview 1472

1388 C. E. Barker, Beaverton 1473

1389 Amy E. Whipple, Monmouth 1474

1390 Mrs. J. A. Bohannon, Toledo 1475

1391 D. W. Hammock, Condon 1476

1392 Callie B. Shelton, Beulah 1477

1393 Mrs. J. C. Grater, Ash wood 1478

1394 Lenora Armstrong, Baker 1479

1395 Nellie A. Pugh, Molalla 1480

1396 Mrs. G. L. Whlteis, Prineville 1481

1397 A. C. Crews. Hood River 1482

1398 Mrs. A. F. Beardsley, Salem 1483

1399 Elina Thorsteinson, Salem 1484

1400 Hettie A. Thomas, Roy i485

1401 Emma Wilson, Aloha 1486

1402 Mrs. Agnes Roberts. Yamhill i487

1403 Frank K. Welles, Salem 1488

1404 John W. Anderson, Maupin 1489

1405 Esther Evans. Banks 1490

1406 Mary D. Schlegel. Pilot Rock 1491

1407 Jennie Hunter, Medford 1492

1408 Grace M. Wilson, Newberg 1493

1409 Sarah M. Parr. Timber 1494

1410 Merl E. Dimick. Hubbard. 1495

1411 Dora Fridley, Wasco 1496

1412 Salome Sias. Grass Valley 1407

1413 Mrs. M. Milstead, Kent ilqg

1414 Floye E. Clodfelter, Wasco 1499

1415 Lillian Schassen, Grass Valley 1500

1416 Lola MesBlnger. Moro 1501

1417 Hazel Sneve. Wasco 1502

1418 Myrtle Sawyer. Monkland 1503

1419 Frank E. Fagan. Moro i»;n4

1420 R. J. Baldwin. Grass Valley 15X5

1421 W. A. Terrall, Wasco 1^06

1422 Isabelle McGregor. Rufus 150?

1423 Irene Barnes. Wasco It;n8

1424 Vera G. Knotts. Moody 1^0?

1425 Nina Searcy. Moro i?in

1426 Alta Odell, Wasco I51I

1427 Edna Prieve, Grass Valley 1512

1428 Hlanche DeArmond, Moro 1513

1429 Evelyn Grebe, Grebe li;i4

1430 Catherine Fleck. Biggs il^i5

1431 Lula Mobley. Mikkalo icic

1432 Lucy D. Hoye. Portland 1517

1433 Lucie M. George. Portland lejiR

1434 Martha Loretz. Mitchell ?ciq

1435 E. A. Brown. Gold Beach Icon

1436 Hazel M. Stanton. The Dalles T^oY

1437 Myrtle Albright. Marquam J502
1138 W. L. Smith. Riddle 1523

Edith E. Smith, Powell Buttes
H. K. Shirk, Burns
Gertrude Imus, Dundee
Wm. Ray McNair, Newbergr
Margaret Riley, Albany
O. M. Washburn, Fairview
Ruth A. Gray, Nehalem
Anna Riebhoff, Prineville
Olive L. Dawson, Lents
John D. Taylor, Narrows
Grade Teachers' Ass'n., Portland
Cornelia Marvin. Salem
Bonnie Olson. Waconda
S. I. Pratt, Corvallis
M. E. Hay, Redmond
Etta Lamson. Monmouth
Chas. H. McKnight, Junction City
Mrs. J. A. Flanigan, Junction City-
Ray G. Penney, Springfield
Aubrey G. Smith. Eugene
P. M. Stroud, Springfield
Minnie Morris, Marcola
H. W. Gustin, Mohawk
G. T. Beck. Elmira
Elizabeth Wilson. Eugene
O. H. Jones. Eugene
Irene Holdredge. Junction City
Margaret McCulloch, Eugene
Grace Henderson. Eugene
Frances E. Cox, Cottage Grove
Marion Harper. Springfield
A. L O'Reilly, Maroola
Henry W. Chezem, Florence
Nora Queen. Trent
Orpha Benson. Cottage Grove
Ambrosine Murphy. Portland
Elba Huston. Elmira
Jane Gilcrist, Crow
G. E. Jacoby, Pleasant Hill
F. F. Cooper, Pleasant Hill
Ona V. Liles, Lorane
Ernest Purvance. Cottage Grave
W. P. Sheridan, Eugene
Dell Bown. Elmira
Mrs. Grace Pas! ay. Eugene
Angle V. Hall. Noti
Esther Wilkins. Eugene
Ethel McFarland. Eugene
Emma Chase. Eugene
Lottie Van Schoiack. Dorena
Lawrence Ryan, Paris
Mrs. F. F. Cooper. Pleasant Hill
Ida Patterson, Eugene
Mary Rouse. Springfield
Anna McCorralck, Springfield
Hazel Loynes. Springfield

F. A. Scofield. Eugene
Carrie A. Mathers. Eugene

G. A. Burkhead, Wendling
Chas. L. Weaver. Earl
Lola Howe. Eugene

Ida Mae Smith. Eugene

Ida O. Sias, Eugene

Echo Drury Spores, Eugene

Lida Garrett. Creswell

Lucy Ely. Eugene

Jessie Fagerstrom. Eugene

Maude M. Drury. Springfield

Bess Van Matre. Crow

Maude Gerald. Eugene

Anna T. Buck. Eugene

W. R. Rutherford. Eugene

W. P. Boynton. Eugene

Mary Powell. Anlauf

Mrs. Ella A. Fisher. Eugene

Ruth E. Ellis, Goshen

Jennie Bossen. Eugene

Mrs. Otto Gllstrap, Eugene

Ella M. Deyoe. Eugene

E. L. Keezel. Eugene

R. S. Goff. Goshen

Sara Van Meter, Medford

Agnes Meyer, Yoncalla

Myrtle S. Freeman. Junction City

Elsa R. Berner» Portlana

Digitized by LjOOQIC

ORBSGON TBACHIBRS MOBTTHLT

811

1524 Margraret Monroe, Portland

1525 V. B. Goln, Portland

1526 Mary E. Daugrherty, Grandview

1527 Winifred Ingraham, Astoria

1528 J. T. Lee» Warrenton

1529 Gladys Palmer, Vesper

1530 Cynthia H. Roberts, Astoria

1531 Florence R. Sale, Astoria
1582 James F. Elton, Astoria

1533 Bert P. Lovett, Seaside

1534 F. E. Burns, Knappa

1535 Isabel L. Snider, Hamlet
1636 Anna Lewis, Astoria

1537 Lillie Lewis, Astoria

1538 Edna I. Lamar, Astoria

1539 Mrs. E. H. Smith. Jewell
1640 May Utzin^er, Astoria

1541 Gertrude Couillard, Svensen

1542 M. E. Grace, Astoria

1543 Mrs. Mabel Washbond. Gearhart

1544 Mrs. A. L. Fulton, Astoria

1545 Myron O. Gaston, Astoria

1547 Roy C. Andrews, Astoria

1548 Nelle M. Bonney, Estacada

1549 Mae McCann, Gales Creek

1550 Laura A. Simmons, Fossil

1551 Electa Chapman, Haines

1552 Anna Fischer, Salem

1553 U W. Grimm, Shaw

1554 Guy E. Dyar, Eugrene

1555 Mrs. Emma Keen, Beaverton

1556 Alma Babcock, Molalla

1557 Kate M. Moore, Yankton
1568 Anna Kelley, Kent

1659 Jeanette G. Legrgrett, Wilbur

1660 R. U. Moore, McMinnville

1561 F. L. Strait, Newbergr

1562 Mrs. Grace Duren. Sheridan

1563 Olive Ramsey, Springrbrook

1564 Ella S. Thomas. Amity

1565 Laura Judy, Springrbrook

1566 Mrs. Elizabeth Meyer, Newberg

1567 F. H. Buchanan, McMinnville

1568 Geo. A. Briscoe, Ashland

1569 E. J. Hadley, Portland
1670 Minnie Davis, Gresham

1571 Ruth E. Crouch, Portland

1572 Elsie A. Coe, Hamlet

1573 Geo. A. Gabriel, Dayton

1574 Maude Williamson, Amity
1576 Ada Farmer, Rlckreall

1676 Charles Boosinger, Sheridan

1677 Mrs. Leota Leever, McMinnville
1578 Flora Clement, Salem

1.579 D. Lynn Gubser, JDayton

1580 S. David Titus, Amity

1581 Lilly Ha^man, Willamina

1582 Mrs. J. R. Whitcomb, Sheridan

1583 Mrs. Celinda Deford, Laurel

1584 Mildred Pope, Amity

1585 Marie Vinzelbergr, McMninville

1586 Lena Stilwell, Dayton

1587 Mrs. Grace Hollister, Amity

1588 Ethel Bolen, Carlton

1589 Nellie F. McNeill. Dundee
1690 Ella Anderson. Amity

1591 Julia Huss, McMinnville

1592 Laura Beckwith, Sheridan

1593 Julia Lewis, Dayton

1594 Alma E. Stone, Newbergr

1695 Gertrude K. Brown, McMinnville

1596 Magr^ie A. Triplett, Lafayette

1597 Laura C. Morris, Newberg-

1598 Mabel E. Rush, Newbergr

1599 J. A. Nagrel. Sheridan

1600 Ellen Jackson, McMinnville

1601 B*rank J. Deach, Newbergr

1602 Pauline Alderman, McMinnville

1603 M. Esther Miles, Dundee

1604 Geo. W. Hug, McMinnville
1606 Earl Kilpatrick. Eugrene

1606 Kate L. Knox, McMinnville

1607 Amy Johnson. McMinnville

1608 C. L, Van Wormer, Newbergr

1609
1610
1611
1612
1613
1614
1615
1616
1617
1618
1619
1620
1621
1622
1623
1624
1625
1626
1627
1628
1629
1630
1631
1632
1633
1634
1635
1636
1637
1638
1639
1640
1641
1642
1643
1644
1645
1646
1647
1648
1649
1650
1651
1652
1653
1654
1655
1656
1657
1658
1659
1660
1661
1662
1663
1664
1665
1666
1667
1668
1669
1670
1671
1672
1673
1674
1675
1676
1677

J. W. Lorett, McMinnville

Elma Poulsan, Newbers

Zadie Hartman, McMinnville

A. C. Arehart, Lafayette

Carlotta Crowley, McMinnville

Mrs. Carrie Ogle, Portland

R. G. Dykstra, Independence

Benedictine Sisters, Mt. Angel

Etta E. Wrenn, The Dalles

Mrs. Stella Ingrle, LaGrande

Frances U'Ren, Madras

Jessie W. Hineline, Hermiston

Bessie Strebin, Troutdale

Ruth Alder, LaGrande

J. N. Shainwald, Portland

Gladys Bradley, Beaver

R. W. Kirk, Tillamook

Nannie Bagrby, McMinnville

Cordelia Murphy, Portland

Lucina Richardson, Springrfield

Franklin B. Launer, Canby

E. A. Miller, Salem

Cora Darr, Portland

Blanche E. Delury, Portland

T. C. Youngr, Marshfield

Henrietta Stermer, Dayton

Inez Miller, Wilbur

Enid Cawlfield, Burns

Lena Benson, Huntington

U. S. Dotson, Salem.

Dr. Henry Suzzallo, Seattle

R. L. Kirk. Springfield

T. C. Brown, Roscburg

Myrtle Thornburg, Dermitt, Nev.

Margaret G. Barry, Astoria

Lelia Eaton. Talent

Mabel F. Goyne, Pacific City

Isabelle T. Mann, Rainier

Bessie M. Gayette, Hood River

Henriette Cornelius, Hood River

W. E. Keplinger, Pendleton

J. G. Imel, Astoria

vypal E. Bretz, Heppner

Mrs. Ida Kidder. Corvallis

C. H. Eagy, Hubbard

Elizabeth Matthews, Oak Grove

Jean M. Byers. Macleay

L. M. McCullough. LaGrande

A. J. Han by, Medford

Ella Carpenter, Portland

L. A. Wiley, Portland

Agnes Matlock. Portland

Vida Hammond, Portland

Grace McCord, Portland

Nellie Beckett, Portland

Mrs. Sadie Griffith. Portland

Annette Duthle. Portland

Edith Costello. Portland

Mildred Greenman, Portland

Rhea Benson, Portland

Hulda Scheel, Portland

Helen Peery. Portland

Mrs. Mamie Rosenburg, Portland

Jemima Bell, Portland

Harriet Thayer, Portland

Adeline Hammond, Portland

Mrs. J. C. Taggrart. Woods

Florence M. Goodman. Prosper

Minnie M. Herman. Myrtle Point

Opportunities are very sensitive;
If you slight their first visit you sel-
dom see them again.

When buying your ticket to the
meeting of the State Teachers' Asso-
ciation, be sure to take a receipt
from the station agent so that you
may secure the return fare at one-
third.

Digitized by VjOOQ IC

County Supermtendents^ Department

Bdittd \gf OLYDS T. BOraST, TlM DallM, Oregon

Tke Orc^^a THnity.

The Department of Agn^iculture at
Washlngrton, D. C. the Oregron Aerricul-
tural College at Corvallia, and the
State Department of Education at Sa-
lem constitute this trinity. Therein
abideth education, organization and co-
operation and the greatest of these is
co-operation, because through it. the
best of good things is made possible.

Industrial club work is here, and
here to stay. It has been adopted as a
permanent part of the Oregon school
system. It is vital to the success of
the work in Oregon that it remain a
part of the school system. This is pos-
sible only by having at least two field
workers under the direct supervision
of the superintendent of public instruc-
tion.

Industrial club work is more than
worthy. It is fundamental. No county
that has it established would think of
laying it aside and the counties which
have done only a little will the sooner
come into their own through a contin-
uation of the splendid trinity which
we now have. A continuing appropri-
ation providing for two field workers
from the state superintendent's office
should be passed by the coming legis-
lature in order that industrial club
work in Oregon may not suffer. —
Editor.

The ImportAMce of Field Workers.

The school and the home must be
brought closer together. Club work is
designed to make the school work
apply to the farm, the home and the
practical things in life. It must be
correlated with the school system. Its
effect should be to help in the teach-
ing of arithmetic, language and all the
common branches. A boy who has
grown a patch of corn and kept a care-
ful project report, should be and is
better able to apply every subject in
school. This has actually been the ef-
fect. Boys and girls with little inter-
est in school have, through club work,
done better school work. Many of our
club winners have excelled in school
work also.

Now this is where the state depart-
ment of education functions in its rela-
tion to industrial club work. If school
and club work are closely associated
and correlated then the department of
education must have a live interest and
direction in this club education as well
as in all other forms of education. The
state department maintains this direct
connection through its field workers.

Men, young in enthusiasm, spirit and
vision and old in judgment and experi-
ence like Mr. Maris and Mr. Harring-
ton, carry the gospel of club work to
every county that is willing to re-
ceive it. Smiling at untold hardships,
conducting campaigns through vicissi-
tudes that would stop the German
army and fired with the irresistible
gospel of industrial education like a

modern Marquette, these men are pio-
neering the way for a more efficient
citizenship and a greater Oregon.

We of the younger generation liiLe to
work side by side with the men trained
in the University of Hard Knocks, men
who first caught the vision of the re-
lation of efficiency in education and
the idealizing of home life, and organ-
izers of a future industrial Oregon. —
A. R. Chase, County Agent for Waaco
County.

Method of HlriMff Teaehen.

Every county superintendent realizes
the need for a change in the method of
hiring teachers for the rural schoola
The least that can be done along this
line is to make the county superintend-
ent a member of the school board for
the purpose of hiring teachers in dis-
tricts of the third class. The following
is a bill proposed by the legislative
committee of the county superintend-
ents: "The board at a general or spe-
cial meeting called for that purpose,
shall hire teachers, and shall make
contracts with such teachers which
specify the wages, number of months
to be taught, and time employment is
to begin, as agreed upon by the parties
and shall file such contracts in the of-
fice of the district clerk. No contract
shall be made with any teacher who is
related by blood or marriage within
the third degree to any member of the
school board without the concurrence
of all the members of the board, by a
vote duly entered on the clerk's rec-
ords of proceedings. In districts of the
third class the county superintendent
shall be a member, ex-officio, of each
such board when it meets for the pur-
pose of hiring teachers, and it shall
require the concurrence of three mem-
bers of such board to hire a teacher.
When not present in person, the vote
of the county superintendent may be
transmitted by mall or otherwise to be
filed with the district clerk, copies of
which vote may be filed with members
of the school board, and such vote shall
be counted for the teacher designated
therein. The district clerk shall give
the county superintendent at least 10
days' notice of the exact time and place
of any such meeting to hire teachers,
and If after receiving such notice the
superintendent is not present, and has
no vote filed with the clerk or with
any member of the board, then a ma-
jority of those present may proceed to
elect teachers. Duplicates of all ap-
plications for teaching positions in
third class districts shall be filed with
the superintendent. The superintendent
may from time to time suggest suit-
able dates for meetings at which to
hire teachers. Unless otherwise pro-
vided in the teachers' contract. It shall
be understood that the branches to be
taught are those provided In the state
course for the first eight grades, ex-
cept school law and theory and prac-
tice of teaching.'

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OBBOOH TBAOHBR8 MONTHI.Y

»1S

OmtHuammu Covmty*

A very InterestlniT local teachers'
meeting waa held at Estacada, October
28. Assistant State Superintendent
Frank K. Welles and Superintendent
Fred J. Toose, of Oregon City school,
were the principal speakers.

The state-wide standardization re-
quirements for elementary schools are
beinff stressed in most the the schools
by boards of directors, teachers, par-
ents and pupils. They are no longer
looked upon as an experiment, but they
are recosrnized as a potent factor in
makinff more efficient schools.

Mt Pleasant, Barlow, and Sandy
schools have Just met the requirements
and have been added to the standard
list. Several other schools will soon
meet them. Clackamas county now has
62 standard schools.

The Willamette High School was
added to the hlffh school standard list
is October. This makes a total of
eiffht in this county. The location of
these high schools is such that it

g laces a hiRh school in reach of every
oy and ffirL

The necessity for play sheds has not
been overlooked. Oswegro and Willam-
ette schools have added magnificent
bigr playsheds to their school plants.
The Clackamas school has one under
construction. These sheds are 80 feet
lonff, 40 feet wide, and 14 feet to 16
feet hiffh, except the one at Clackamas
which is to be 94 feet longr. They are
sufficiently lar^e for basketball and
all other play apparatus. They cost
about $1000 each.

Hazilia and Echo Dell school dis-
tricts have built and equipped modern
one-room buildings. The Milwaukie
school district has just put the finish-
ing- touches on their strictly modern
eiffht-room building on one floor. This
buildinff is occupied by the elementary
schools.

Clarks school grave a very Interest-
ing entertainment at the Clarks Hall
Friday evening, November 24. It was
well patronized, even though the rain
was pouring: and a small admission
fee was charged. The teachers and
pupils are to be commended on their
splendid program. Ia P. Harrington and
Superintendent J. B. Calavan were
present and made short talks. The
proceeds are to help defray the stand-
ardization expense.

nialbeur Coaaty.

Enrollment in the three standard
high schools of the county has in-
creased very materially this year. On-
tario now has 161 pupils. Vale 60. and
Nyssa 66. Doubtless much of this in-
crease is due to the fact that the law
now requires the county to pay the
tuition of boys and sir Is from the rural
and villagre districts who attend these
schools.

The school children of the county
respond well to the call of Supt. Arne
of the Boys' and Girls' Aid Society of
Portland for donations of money and
supplies. It is Impossible, at this time,
to make a report of what was done
by all of the schools. Supt. Bailey of
Ontario reports the splendid contribu-
tion of 126.60 and Supt. Brainard's

school in Nyssa has ready for ship-
ment some 200 pounds of potatoes,
about 200 pounds of assorted vegre-
tables, SO quarts of fruit, and some
dothinff. As the society feels the need
of more extra help this year and the
railroads ship contributions of food
and clothinff to them free of charge
from Novemher 16 to December 31, any
school that did not assist at Thanks-
grivinff time may do so at Christmas.
No more worthy object of charity than
the Aid Society exists in Oregon.

Creston is the only school in the
county makingr an allowance in their
budgret for hot lunches. This is the
third year that Creston has furnished
hot lunches for their children and they
certainly deserve much credit. Other
rural districts would do well to adopt
the plan. Mrs. Delva SL Clair Wall
is teaching: in this schooL

Miss Georgre Hodgson and Miss Mary
Fikan are teaching: their third year in
Juntura. They are doing: the same
splendid tn'ade of work that has char-
acterized the Juntura schools for the
past few years.

The Jamieson people are Justly
proud of one of the most up-to-date
two room schools in Eastern Oreg:on.
The building: is nicely furnished and is
fitted with sanitary toilets, drinking:
fountains and other modern conveni-
ences. The teachers and pupils felt that
since the people of the district had
g:iven them the beautiful new building:
they should show their appreciation by
adding something useful. By their own
efforts they have given the school a
new range on which the girls will
learn to cock and some manual train-
ing equipment with which the boys can
work. Under the direction of Mr. Zev-
ely and Mibs Baird, teachers, and Mrs.
Cox, a good friend of the school, the
boys end girls have taken up Indus-
trial Club work with great enthusiasm.
Excellent class room work is being
done in the Jamieson school. This is
the second year that Mr. Zevely and
Miss Baird have had the work in
charge.

School work in Malheur county is
progressing nicely. There are now 66
school districts with 116 teachers em-
ployed. Parents and patrons are co-
operating with the teachers in their ef-
forts to build up the schools and good
results are being obtained. Special
mention should be made of the two
splendid Basque schools in the south-
ern part of Malheur county where
teachers are employed for a term of 10
months at $100 a month. Both schools
are small but the parents of the boys
and girls, most of whom know very
little of American school work, wish to
make well educated citizens of their
children. They certainly deserve great
credit for their efforts along this line.

Industrial clubs are being organized
throughout the county as a result of a
visit from Mr. Seymour last month.
More than the usual amount of interest
is being shown.

Columbia CoMAty,

The county superintendent visited
the 16 Nehalem school recently, and as
a general thing, found pupils and
teachers doing splendid work. The only

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314

ORBOOH TIfiAOHBRS MONTBIiT

drawback was a lack of numbers for
which neither teachers nor pupils were
to blame. About one-half' of Colum-*
bia county ie owned by the timber in-
terests which prohibit access to home
builders. The Nehalem valley is prac-
tically An immense body of standing
grreen timber which must be removed
before the country can settle up. School
consolidation is the vital question in
the Nehalem valley, and as a splendid
system of roads is beiner built, consoli-
dation is now becoming prevalent. Ver-
nonia has consolidated several districts
already, and will consolidate further.
Mist is a natural community center,
and several schools should consolidate
at this center. The Mist school is al-
ready overcrowded and a new building:
is badly needed; the people are fully
aware of this, and in the course of a
short time, much improvement in
school facilities may be expected at
Mist.

The rural schools in Columbia coun-
ty, as a rule, are not what they should
be. Many buildlners are poor, anything
but modern, and equipment is lacking.
However, many districts have built
modern schools and are leading the
way; others will follow. The country
boys and girls are entitled to the same
school privileges as the city pupils. The
country school districts are more than
able to provide school facilities for
their children. The country school dis-
tricts do not have to levy 8 or 10 mills
for city purposes, are not worried
about street improvements, sewers, etc.;
even a 5 mill levy for school purposes
would ordinarily be more than suffi-
cient for them to run a most up-to-
date school, fully equal to the best.

District No. 28, South Scappoose;
District No. 45, West of Yankton; Dis-
trict No. 43, adjoining the last named
district; No. 12, near Rainier; No. 29,
near Mayger; No. 18, Keasey; and No.
34, near Deer Island, have already led
the way with modern buildings, and
most of them are well equipped. No.
43, Trenholm, is In the lead of all rural
schools, and is still making improve-
ments such as beautification of school
grounds, permanent walks, and elec-
tric lights. It is the only rural school
in the county that has electric lights.
Play sheds and play apparatus are be-
coming more and more prevalent. Dis-
trict No. 33 is to erect a new school
building very soon. District No. 55 will
erect a neat, modern play shed this
fall. Columbia county has a better
teaching force than ever before.

Marion Cornity.

The regular meeting of the Marion
County Parent-Teacher Association .
was held In Salem, Saturday, Novem-
ber 11. Iloports were made by the del-
egates of the progress in various parts
of the county. Mrs. D. C. Thoms, vice-
president of the State Parent-Teacher
Association was present and gave an
interesting address, as did the county
president, Mrs. M. L. Fulkerson. Prof.
Seymour told of his experience and the
success of such organizations in Polk
county and Prof. F. K. Welles gave
many good suggestions on what to do
at the local meetings.

Nearly 100 teachers gathered at the
local institute at Silverton on Satur-

day, November 18. At the morningr ses-
sion many important problems were
discussed by the teachers and princi-
pals. In the afternoon a splendid pro-
fram was given by the pupils of the
ilverton bchools. This was followed
with addresses by State Superintendent
Churchill and Prof. Arthur D. Carpen-
ter of Seattle.

A School Board Convention convened
at Salem, Saturday, December 2. Eighty
districts sent delegates to this meeting.
Practically all of the delegates took
part in the discussions. The princi-
pal addresses were given by Governor
Withycombe, Prof. M. S. Pittman. and
Mrs. M. L. Fulkerson.

Marlon county will have the follow-
ing representatives at the State Teach-
ers' Association in Portland, December
27-29: J. H. Collins. Woodburn. Or.,
Principals' Association; Mrs. M. L<. Ful-
kerson, Salem, Or., School Board Con-
vention; W. C. Gauntt, Stayton, Or., the
County Institute; T. E. Wilson, Hub-
bard, Or., County Institute; Burgess F.
Ford, Jefferson. Or., County Institute;
Jean M. Byers, Macleay, Or., County In-
stitute.

Polk Gownty.

Local institute was held on Decem-
ber 2 at Dallas, at which session Prof.
Ressler, of O. A. C, and Supt. J. A.
Churchill were the principal speakers.
The meeting being held so near Thanks-
giving was poorly attended, only about
one-third of the teachers were in at-
tendance.

Superintendent Reynolds and Super-
visor Moore have visited at all schools
in the county, and are now on their
second circuit, reporting noticeable im-
provement in nearly every district.

Several schools in the county have
reported sickness: Liberty school is be-
ing interferred with by hooping cough;
Monmouth by scarlet fever; Independ-
ence and Dallas have a measles scare.

Miss Martha Skersles, teacher of An-
tioch, reports having a successful bas-
ket social, clearing nearly $45 which
will be spent toward new seats for the
school room.

Miss Norma Holman, teacher at Pe-
dee, has equipped her school with a
new teacher's desk and several small-
er articles, the money for the same be-
ing obtained at a basket social.

Supt. W. I. Reynolds and Prof. W. I.
Ford, of Dallas schools, are to be Polk
county's representatives at the state
Teachers' Association meeting in Port-
land, December 27. 28. and 29.

Hood River.

In Hood River valley this year the
apple harvesting situation became
acute, duo to the late season and lack
of adequate preparations, and on Tues-
day, October 17. an emergency call was
sent to the town. The high school waM
closed for the rest of the week and the
200 students and dozen teachers scat-
tered to the orchards. The desire to
help out the serious situation pervaded
the group.^. the weather was fine, and
all worked hard. Besides, a prize of
$10 had been offered to the one who
picked the most, liobert Newton, of
the freshman class, won the prize.

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0RSM20N TBACBKR» MOHTHIiY

S16

picking whole trees to a total of 811
boxes in the three days. The 103 pu-
pila who kept account of their pick
gathered an agffirrefirate of 19,603 boxes.
School work suffered somewhat from
the interruption but on the whole, the
experiment was quite satisfactory, and
may lead to a solution of the economic
problem through the expedient of
opening the Hood Hiver schools about
Ausrust 1 and dropping: out the month
of October for the apple harvest.

Klamatli Coumty.

The county hi^h school board plan to
build a gymnasium in the near future.
The building will be built 70 by 130
feet, with largre stage 50 by 30. The
plan is to make the buildinsr a com-
munity center as well as a school grym-
nasium.

Besides the Klamath Fall and Mer-
rill hifirh school cafeterias, six other
schools are serving hot lunches. The
results are encouraging: as it tends to
better health, better children and bet-
ter work.

Miss Pearl Stevens of Eugene has
been elected to a position in the Mer-
rill high school.

The county school tax of Klamath
county has been fixed at $66,000. This
will yield about $24 per pupil. The
county high school budget calls for
$28,600. The average district tax is
about one-half mill for maintainance.

Of the 2200 children attending school
in Klamath county all but 16 attend
school in buildings that are new, mod-
ern, properly lighted, and as good as
money can buy.

VMon County.

The Summerville school district. No.
13, has just become standard. Princi-
pal and Mrs. W. L. Btarr are on their
second term in this district and are to
be congratulated on their splendid ef-
forts to place this school among the
standard schools of the county and
state.

Union City schools are in splendid
condition this year under the capable
supervision of Mr. E. E. Arant. System
is everywhere apparent and he is in-
troducing among many other excellent
things, a high school orchestra, nigh
school choral society, and is using a
high school study program, leading to
better methods in preparing work. The
grades have reached the standard re-
quirements and a big mid-year enter*
tainment is in process of preparation.

District 44 gave a fine Thanksgiving
entertainment under the direction of
Miss Alice Watts and netted $39 for
play apparatus.

Elgin city schools are in fine shape.
The high school has the largest at-
tenaance in the history and all seem to
have the spirit of good hard work.
Superintendent A. E. Clamon and his
teachers are all enthusiastic and hap-
py. Miss Metzger of the domestic sci-
ence department, co-operating with
Parent-Teacher Association, is serving
a hot lunch for children who live out
of town.

Wasco Comity.

The opening of the fall term marks
the beginning of a new epoch in the

history of the Dufur schools. With the
new and modern building the board
has increased the teaching staff and
equipment to meet the requirements
for a standard four-year high school.
They were fortunate in securing the
services of Prof. J. S. Wright who has
shown great Judgment in the work of
re-organizing the school and equip-
ping the domestic science, manual
training, and science departments. He
has insisted that only essentials be
purchased so that the students learn to
do their work under the same condi-
tions in school as will confront them
in actual life. Then, while insisting
that the standard of school work be
maintained at the highest place, the
principal and his able staff of teach-
ers have won the loyal support of a
greatly increased student body by a
rational co-operation in all student
activities. Prof Wright has organized
and acts as coach for a football team,
a boys' and girls' basketball team, and
has organized and is instructor of a
school band. A new piano has been
purchased and chorus singing has be-
come a wholesome pastime, and a glee
club has been organized. This is es-
sentially a well-organized, well-bal-
anced school with the emphasis prop-
erly placed on the essentials, btit with
a sympathetic interest in all that per-
tains to the physical, mental and moral
development of the student body;

Washington County.

There are 103 school buildings in
Washington county; 81 of these have
an approved system of heating and
ventilating: 21 have stoves with Jack-
ets; one has stove and no Jacket.

The county spelling contest will be-
gin January 1 and close April 20. There
were 1800 pupils last year in the
contest.

The county school superintendent is
arranging with the pupils and teacher
of each district to put up at least two
road signs in the district this winter.
It is proposed to have the sign boards*
made by the manual training schools
of the county. The signs will be uni-
form in appearance.

Yamhill County.

The Parent-Teacher Circle of White
Cloud gavo an entertainment and ban-
quet on the afternoon of November 29.
Almost the entire district attended, and
the afternoon was pleasantly and prof-
itably spent. The White Cloud circle
is one of the most active in the county.

The Parent-Teacher Circle of Che-
halem Center gave an entertainment
on the evening of December 2. The
people of this district are very much
alive to the interests of their school.
A new piano is the latest indication of
their desire to increase its efficiency.

The Carlton school recently had a
"gala day" consisting of club talks and
a trip to the farm of Ed Cary, the
noted breeder of Jerseys..

Miss Maude Williamson is trying an
interesting: experiment in the Hope-
well school. Having determined to
"try out" the oft repeated statement,
that languapos should be taught in the
lower grades if taught at all, she has a

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816

ORBGON TBAOHBR8 MONTHLY

seventh grrade LAtin class. Her experi-
ment will be watched with Interest.

The people of No. 69. the Coast Creek
school, are planning to erect a new
buildlngr and to Install a water sys-
tem. They have recently purchased a
new flagr* a dictionary, and erected a
new porch.

Whlteson reports a social that netted
$29. 5V. They have purchased micro-
scope, and will secure some material
for basketry weavinsr* Miss Martin
will teach the basketry work and Prof.
Calkins will teach manual training to
the boys.

The annual teachers' institute was
held December 4, 5, 6. A splendid
corps of instructors made the three
days' session pleasant and profitable to
every teacher present, and the enter-
tainment by the Civic Improvement
Club, the collegre, and the orchestras
of Carlton and McMinnville higrh
schools, added much to the pleasure of
the occasion.

Supt. A. P. Armstrong.

Superintendent A. P. Armstrong,
of Multnomah county, will lose no
time in .going from his present work
to a school position, at the expira-
tion of his term of office. He will
cease to be school superintendent of

Government Positions
for Temohers

All teachers should try the U. 8. Oovern-
tnent examinations soon to be held through-
oat the entire country. The positions to be
filled pay from $1200 to fl800; have short
hours and annual vacations, with full pay.

Those interested should write immediately
to Franklin Institute, Dept. 8,240, Rochester,
N. Y., for schedule showing all examination
dates and places and large descriptive book,
showing the positions obtainable and giving
many sample examination questions, which
will be sent free of charge.

THE PORTLAND OFFIOB OF THE

FLSK TEACHERS' AOENOT

WELCOMES

Teachers for all kinds of
teaching positions. We
are known from the At*
Ian tic to the Pacific
Coast and can locate you
in a more satisfactory
position than you could
find for yourself. We
make prompt replies to
all inquiries, furnish the
best available teachers
for all positions.

Send us your address
and we shall be ^lad to
mail you full particulars.

J. N. ELLIOTT.
614 Journal Bnildlnf. Portland, Oregon.

Multnomah county at noon January
1, 1917. At 9 o'clock on the follow-
ing morning he will enter on his du-
ties at the Holmes Business College
of Portland, of which he will become
part- owner and associate principal.

The work and teachers of the com-
mercial department will be under
his supervision. Professor Arm-
strong is a specialist in commercial
school work, and Is widely and fa-
vorably known as a successful edu-
cator In general. He served as school
superintendent of Multnomah county
from 1896 until 1900, and will soon
complete a second term of four years
In that office. He will return to his
old-time work with an abundance of
his characteristic enthusiasm. Inci-
dentally, It Is no secret that he will
offer a text on bookkeeping, at the
next state adoption, Intended for use
in the seventh and eighth grades,
and another for high school pupils.
He will offer, also, a manual on the
use of capital letters and punctua-
tion marks, intended for all grades.

He LoTeth Most.

We'll banish envy, strife, and hate.
And welcome love and labor;

He loveth most who serveth beat
His brother and his neighbor.

m

If thou desire to be held wise, be
so wise as to hold thy tongue. —
Quarles.

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ORBGOH TBAOHBR8 MONTHIiT 817

SCHOOL SUPPLIES Be merry all. be*^rry all;

CaUlogae mailed free to Teachers. Speakert, With holly dress the festive hall;

Beeitations, Dialo^et, Playg, Marchet, Drillt, Prepare the songr, the feast, the ball.

Exercises, Celebrations, EnterUinments, And welcome Merry Christmas alL
Games. Songs. Reward and Gift Osrds, e

Drawing. Sewing, Number, Beading, Alphabet jf^^ ^ Prtend to Smure«

and Busy-work Cards, Beports, Becords. „ ^ T^* " W Z *V^

Drawmg Stencils, Blackboard^tencils, Maps. He who has a thousand friends

Globes, all School Goods. Address to , Has not a friend to spare.

^ And he who has an enemy
A J. F0X7GH * 00., WABBBK, PA. Shall meet him everywhere.

Digitized by VjOOQ IC

Oregon State Library

By OOBNBLIA ICA&VIN, Ubtmxiaii, Orifon State lAbntj

New Boc^Es on Edncation.

Atwood, Theory and Practice of
the Kindergarten. Price 60c. A
simple, interesting treatment, plan-
ned to *'help the young kindergart-
ner to refresh her memory, and to
gather together some essentials in
relation to kindergarten practice."

Bolenius — Teaching Literature in
the Grammar Grades and the High
School. Price $1.25. "A work which
is based on a broad conception and
on thorough knowledge and experi-
ence. It presents literature in prac-
tical lessons and yet does not deprive
it of its power to please and inspire."

Cubberley, Pupblic School Admin-
istration. Price $1.75. The aim is
three fold, " to state the fundament-
al principles underlying the proper
organization and administration of
public education in the United
States; to state briefly the historical
evolution of the principal adminis-
trative officers and problems; and
to point out what seem to be the
most probable lines of future evolu-
tion." Devotes most space to city
school systems, but the results of
the experience of cities are applied
to county and state administration.

Dewey, Democracy and Education.
Price $1.40. An Introduction to the
philosophy of education, which en-
deavors "to detect and state the
ideas to the problems of the enter-
prise of education."

Dooley, The Education of the
Ne*er-Do-Well. Price 60 cents. An-
alyzes, both from the social and econ-
omic and the personal side, the prob-
lem of the child who, with no apti-
tude for literary studies, leaves
school to drift into "blind alley" oc-
cupations and ultimately into the
army of the Inefficient. Cites both
American and foreign experience In
handling the problem, and suggests
concrete programs Involving pre-vo-
cational education and continuation
schools.

Kendall, How to Teach the Funda-
mental Subjects. Price $1.25. Prac-
tical, definitely helpful book. Gives
the guiding principles for selecting
material in the "fundamental sub-

jects" for the various grades of the
elementary schools, and methods of
dealing with the material selected.

Payne, The Child in Human Pro-
gress. Price $2.50. A historical
•survey of the treatment accorded the
children among primitive people, an-
cient and modern, of the child's place
in the domestic, social and economic
life of ancient society, in the Middle
Ages, under the factory system, up
to and including the rise of the mod-
ern movement for child protection.

Sandwick, How to Study and What
to Study. Price 60 cents. The author
believes that the "coaching idea"
should be applied to studies as it is
to athletics. These informal talks
to young students give general prin-
ciples, tell why and how to study
various high-school subjects, suggest
reasons and requirements for voca-
tional subjects and some of the older
professions.

Starr, The Adolescent Period, Its
Features and Management. Price
$1. A book for the parent or teach-
er, surveying in brief and un techni-
cal chapters the physical, mental and
emotional phases of the adolescent
boy and girl. It is fuller on the dis-
orders, faults and criminal tenden-
cies of the period than on its normal
development, and will meet the av-
erage teacher's need for aid in the
subjects for which Hall's Adolescence
and Moll's Sexual Life of the Child
are recommended in most reading
lists.

Titchener, A Beginner's Psychol-
ogy. Price $1. A clear, readable
account, which the author has tried
to make the kind of book which he
would have found useful when he be-
gan his own study of psychology.
Unlike most writers of elementary
texts he has omitted the customary
chapter on physiology. Not a re-
vision of his Primer, for not only
has the material been rewritten, but
the attitude changed, less stress laid
upon knowledge, more on point of
view.

Digitized by LjOOQ IC

ORBGOH TBACHBR8 MONTHLY

Sll

nSH SCHOOL OF
EXPRESSION

407 Court Street. SALEM, OBEOON

Instruction in Public Speaking,
Story Telling, Interpretation of Lit-
erature, Dramatics, Bible Reading
and General Program work.

Course of Training in the De-
velopment and Training of thre
Speaking Voice, Personal Power,
Extempore Speaking, Pantomime,
Stage Technique.

Objects of Training may be Cul-
tural, Professional or Normal.

Natural Methods. Development
Individual and Characteristic.

Tuition eith«r in classes or pri-
vate. Terms upon application.

Address all inquiries to

UBS. ANNA B00ER8 FISH,

407 Oonrt Street, Salem, Oregon .
Phone 1107

CHALKBOARD
REVIVO

Bemoves the Olare and Reflec-
tion that is an Eye Strain to
Teachers and Children and
Gives the Chalk Board Its
Original Dead Velvety Smooth
Finish.

Can be quickly applied by Jani-
tor and boards used
immediately.

A $4 carton will finish 400
square feet, A trial carton will
be sent for $2.

J. K. MOORE,

EUGENE, OBEOON

J

NORTHWESTERN

TEACHERS'

AGENCY

Largest in the West For
the entire West only and
Alaska. Home office Boise,
Idaho. Montana office HeU
ena, Montana. Progressive,
Aggressive. Your best
medium to secure a West-
em position. Write immedi-
ately for free circular.

New Sanitary Adjustable
School Desk

Hyloplate Blackboard

Write for catalogue of

SANITARY DESKS

six different kinds

SCHOOL BOOM HEATERS

Maps, Globes, Supplies.

NORTHWEST SCHOOL
FURNITURE COMPANY,

244-246 Third St., Portland, Or.

Digitized by CjOUy Ic

The State Schook

Oregon Normal 8chooL

The first member of the faculty
to take the assembly period this
month was Miss Lillian Dinlus, the
critic teacher of the third and fourth
grades, who had her grades present
a Riley program. Miss Dinius ex-
plained that the program had been
selected by the children, and also
the songs, and how the expressions
and interpretations were those of the
children, making the occasion an ex-
ample of what any teacher can do in
preparing school programs. The
children carried it out very credit-
ably.

Tuesday, Novembeir 7, was the
birthday of President Ackerman, and
was the occasion for an impromptu
assembly program by the students.
Special songs were sung and short
talks given by Mr. Benjamin, Miss
Cowgill, Mr. Baker and Mr. Gentle,
on the subjects, Mr. Ackerman the
Man, the Friend, the Educator, ana
the Co-Worker. At the close of the
program Mr. Ingram, president of
the student body, in the attire of a
baker, presented the president with
a huge birthday cake, the gift of the
student body. The entire occasion
was a surprise to President Acker-
man, having been prepared in his ab-
sence. Tuesday evening the mem-
bers of the faculty and their wives,
together with Miss Marvin, a mem-
ber of the board of regents, gathered
at a dinner given by the domestic
science department under the direc-
tion of Miss Butler, in honor of the
day. The table was beautifully dec-
orated with chrysanthemums and au-
tumn leaves, and the places were
marked by cards designed and paint-
ed for the occasion by members of
Miss Greene's art classes. After the
splendidly served dinner with Mr.
Butler as toastmaster, toasts were
responded to by Miss Marvin, Miss
West. Mr. Gentle, Miss Parrott, Miss
Mcintosh and Mr. Evenden.

Mrs. H. H. Heller, who Is field
representative for the Boys and Girls
Aid Society of Portland, was the spe-
cial speaker for the assembly period
of November 10. Mrs. Heller took
for her topic "What Makes 'em Be-
have So" and gave a very splendid
talk on the motives for the conduct

of boys and girls, and applied it very
practically to the work of teaching.

At a Joint meeting of the finance
and executive committees of the
board of regents it was unanimonsly
agreed to ask the forthcoming legis-
lature for the following needed Im-
provements at the Normal school:
For addition to the main building
which will provide sufficient chapel
room, and lockers for the gymnasi-
um, $25,000; for necessary addition
to the girls' dormitory, $50,000; for
paving of street adjoining the Nor-
mal grounds, and other general im-
provements of the Normal school
campus, $5000; for taking over a
school or schools which may be used
for practice teaching purposes for
the Normal, $6000; total, $86,000.
Also, to ask for $420 for needed re-
pairs to the Normal school buildings
at the Southern Oregon Normal
school.

The senior class was represented
during the month by Miss Margaret
Parrott, who took for her topic Camp
Fire Girls, Miss Myrtle Copenhaver
whose paper was on The Value of a
School Library, Miss Lena Foster
who spoke on Working in a Rural
Community, and Mr. Ingram, on Vo-
cational Training as an Aim in Edu-
cation. These papers were all strong,
interesting and practical.

The large number of students en-
rolling in Mr. Pittman's rural school
courses, rural school problems, rural
school methods, rural sociology and
rural school admminlstration, is a
flattering indication of the effective-
ness of Mr. Pittman's work in this
departent, as well as a hopeful sign
for the increased Interest in the rural
school work throughout the state.
It is the purpose of the Normal
school to feature the rural school
side as strongly as possible and this
increasing interest is very gratify-
ing.

The second member of the faculty
to take the assembly period for the
month was Mr. Evenden who took as
his topic "What are you going to do
with the Adolescent in your school?"
in which he tried to show the appli-
cation of this problem to the every-
day work of the school, and its pos-
sibilities in the various subjects.

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ORBGON TBACnBRS MONTHLY

821

Northwest Nor-
mal School of
Music and Art

Z. VL. PABVIN, MOB. Doo.,
Director.

The course of study includes —
Singing, Piano, Harmony,
Counterpoint, and Musical Edu-
cation. Write for circular and
further information, 408 Til-
ford Bldg., Portland, Oregon.

THE

CAPITAL
NORMAL &
INDUSTRIAL
SCHOOL

SAIiEM, ORBGON

TRAINS FOR SGHOURSHIP

AND

HIGHER GRADE GERTIFICATE

Salaries adjust themselTes accord-
ing to the qualifications and am-
bitions of the teacher. When you
see some teacher receiving more
money than you for your services
you had better study the cause
and then apply the remedy. Make
up your mind that you are going
to raise the grade of your certifi-
cate this year.

Our departments are:
Normalf Preparatory, Business,
Shorthand, Typewriting,
and Printing.

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t%2

ORBGON TBAOHBR8 HOnTHIiV

During the month the faculty have
participated in institutes as follows:
President Ackerman at Eugene and
McMinnville, Mr. Gentle at Astoria
and McMinnville, Mr. Pittman at Bu-
gene and McMinnville, Miss Riecker
at Eugene. Besides this Mr. Pitt-
man attended a school board confer-
ence at Salem, and Mr. Evenden
spoke before the parent-teacher
meeting at Arleta.

During the Thanksgiving holidays
Miss Mary Hoham, head of the de-
partment of music, spoke before the
State Music Teachers association in
Portland, at which time she brought
very forcibly to the attention of this
body the work being done by the
Normal school in elementary school
music and the need of more work
along this line.

During the month on two separate
occasions Miss Todd was hostess at
teas to the women of the junior and
senior classes. These social gather-
ings have proved very delightful in
promoting a closer ecquaintance be-
tween the members of the class and
the dean of women, and are social
innovations which are well worth
perpetuating.

Miss West has on exhibition in the
library a very fine collection of illus-
trated books suitable for Christmas
gifts. This loan collection from the
state library has been the center of
Interest for lovers of beautiful books.

The Thanksgiving vacation fur-
nished an opportunity for a large
percentage of the student body to
return to their homes, which was fa-
cilitated through the courtesy of the
Southern Pacific special train which
left Monmouth early on Wednesday
morning. A number of the teachers
used this opportunity also for vari-
ous forms of re.st and opportunities
to visit Portland for purposes of
Chri.stmas shopping.

A good many of the Normal school
faculty Intend to be in Portland at
the time of the meeting of the State
Teachers' Association during the
Christmas holidays. A number of
them have been asked to participate
in the discussions of the various de-
partment meetings. This meeting,
as a source of inspiration and an op-
portunity to meet educational work-
ers from other fields as well as for-
mer students in the school, is always
enjoyed by the faculty.

Oregon Asrlcnltiu^ College.

Professor R. D. Hetsel returned
about Thanksgiving time from an
extended Eastern visit, during which
he investigated extension work in
various states, conferred with the
states relation service of the United
States Department of Agriculture on
matters related to extension work in
Oregon, attended some of the agri-
cultural society meetings of the gov-
ernment, and delivered an address
before the association of county ag-
riculturists, held at the national cap-
ital.

A dinner for all teachers who are
graduates or former students of the
college has been scheduled during
the State Teachers Association meet-
ing in Portland for Wednesday, De-
cember 27, at 6:15. All arrange-
ments will be made by a committee
appointed for that purpose. Special
notice of the place of the dinner will
be sent to all guests whose addresses
are known. It is expected that all
details will have been arranged by
the time this issue of Oregon Teach-
ers Monthly reaches the readers. Any
one failing to receive notice should
write Prof. B. D. Ressler, CorvalUs,
for information. Those failing to
receive notice prior to their arrival
in Portland can easily see Mr. Ress-
ler, since he is secretary of the con-
vention. He win be at the Hotel
Portland on and after Tuesday. De-
cember 26. The committee desires
to know the approximate number of
plates by noon of December 27. All
who are reasonably certain to attend
the banquet are kindly requested to
send their names to Professor Ress-
ler. Guests of former students will
be welcome.

"The Business Side of Govern-
ment"^ was the subject of an address
by Ben W. Olcott, secretary of state,
before the School of Commerce in
the business men's series. He took
his own office as a type, and said
that it is like a county clerk's office
enlarged 35 times. The secretary
serves on many boards and commis-
sions, in addition to doing the office
work.

A series of extension debates has
been arranged by Prof. Sigurd H.
Peterson, of the public speaking de-
partment. The system provides that
a team of four men, two affirmative

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OIUB2€M>lf TBAOHBRS MONTHLY 828

COLUMBIA GBAPHONE COMPANY, Woolworth Bldg., New York. |

Digitized by VjOOQ IC

zu

ORBOOlf TBAOHBR8 MONTHLT

and two negative, shall go out to any
town co-operating in expenses, and
debate the question selected by the
school securing the debate, from a
list of two or three questions sub-
mitted. The questions to date are
on the proposed government owner-
ship of railways, the state ownership
and operation of lime factories, using
convict labor and selling lime to the
farmers at cost, and possibly the
single tax question. The men select-
ed by competition for this debate are
as follows: Phillip Parrish, Corval-
lis; Robert Reichart, Corvallis; Ber-
nard Main warring. Newberg; Vernon
I. Basler and Theo. Cramer, Grants
Pass; B. W. McMindes, Lenora; I.
H. Forrey, Kuna, Idaho; and Jas. L.
Sprague, Portland. It is expected
that each team will visit five or six
towns, most of the debates coming
during the Christmas recess.

Which high schools of Oregon are
using their own printing plant on
which the school periodical is issued?
Prof. F. H. Shepherd, of the indus-
trial education department, is in
search of this information to use in
the "Teachers Exchange," and any
high school instructor or principal
who is solving the high cost of issu-
ing the junior annuals by the home-
print periodical substitute will con-
fer a favor by reporting the same to
Prof. Shepherd, at Corvallis.

Prof. Edwin T. Reed, college ed-
itor, delivered a series of six ad-
dresses in southern Oregon the sec-
ond week in December. He spoke
before the high schools of Medford
and Central Point, before the local
grange and the Southern Oregon
Masters' club.

Prof. B. D. Ressler was a speaker
before the Dallas Parent-Teacher cir-
cle, the McMinnville Teachers' insti-
tute, and the Clackamas Teachers'
association which met at Milwaukie
the second week in December. His
subject at Milwaukie was "Social Re-
creation for High School Students."

Excellent progress in organizing
the girls' and boys' industrial club
work for the coming year is reported
by Prof. H. C. Seymour and his as-
sistants in club work. The plan is
co-operative, the state department
of education co-operating with the
college and the United States De-
partment of Agriculture in conduct-
ing the work in Oregon.

The Hlllsboro Schools.

' The Hillsboro high school has an
enrollment this year of 192 which is
27 above the high mark of last year.
B. B. Amsden is the new superin-
tendent of schools, coming to Hills-
boro from Mosier. Because of the
increased attendance this year and
the prospects of a much larger in-
crease next year it will be necessary
to vote bonds at once to enlarge the
high school building. Something
rather new is being worked out by
the high school this year along the
literary line, and is proving very suc-
cessful. As part of the regular Eng-
lish work, each student is required
during the year to participate in one
or more of the extra-curricular activ-
ities. For this work 16 credits are
given on the second semester's grade
in English. If a student earns 10
credits, his grade remains the same
as the classroom average; if less
than 10 his grade will be as much
less the class average as his credits
are less than 10; if more than 10
and up to a maximum of 16, his
grade will be as much more than the
class average as his credits are more
than 10.

Hot soup is served to the pupils
every day in District No. 47 of Coos
*^county. The boys and girls take
turns in providing the soup and each
brings what he needs when his turn
comes to furnish the soup. A pan
of water is heated on the stove and
every pupil washes his own dish af-
ter he has eaten the soup. The
school room seating has been re-ar-
ranged and new book shelves have
been added. Classes in sewing and
mechanical drawing have been or-
ganized and are proving interesting.
Several of the pupils are preparing
for the January eighth grade exam-
inations.

At the November meeting of the
Washington County Teachers Asso-
ciation the following officers were
elected! President, H. C. Cochran;
first vice president, A. P. Patten;
second vice president, Mrs. C. B.
Barker; third vice president, Martha
Dillon; reporter, Hettie A. Thomas.
The principal address was given by
Dr. Sheldon of the University of Or-
egon.

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OREGON TEACHERS MONTHLY

The Official Journal of the State Teachers' Association

Vol. XXI SALEM, OREGON, FEBRUARY, 1917 No. 6

Published Monthly Except July and August by the State
Teachers' Association

Xntered at the Pottoffice at Salem, Oregon, as ■econd-clasg mail matter, April 1, 18981

EDITORIAL BOABD
H. D. SHELDON, School of Education, Univergity of Oregon, Eugene
E. F. OARLETON, Anistant Superintendent of Public Instruction, Salem
C. T. BONMEY, County School Superintendent, The Dalles
R. E. CHLOUPEK, Director Manual Training, Pendleton.
0. O. DONEY. President Willamette University, Salem
E. S. EVENDEN, Department of Education, Oregon Normal, Monmouth
MRS. M. L. FUiiKERSON. Institute Instructor. .Salem
GEORGE W. HUG, City Superintendent, McMinnville
HOFKIN JENKINS. Principal Jefferson Hifsh School. Portland.
MISS VIOLA ORTSCHILD, President Grade Teachers' Association, Portland
E. D. RESSLER, Department of Education, Oregon Agricultural College, Corvallis
MISS LILLIAN TINGLE, Supervisor Domestic Science, Portland
OHAS. H. JONES, Business and Managing Editor, Salem

BULBS OF PUBLICATION

1. The mailing label on the Oregon Teachers Monthly shows the data to which sabscrip-
tions are paid.

2. The Oregon Teachers Monthly will be sent to subscribers until ordered discontinued
and all arrearages are paid.

8. Notice of change of address should be given at once, naming both old and new
poa toff Ice.

4. When renewing, always state that subscription is a renewal.

5. The subscription price, including membership in State Teachers' Association, is $1.60
a year in advance. Single copy, 20 cents.

6. Advertising rates will be furnished on application.

Address all communications to Oregon Teachers Monthly, Salem, Oregon.

Editorial Notes

The greater part of this issue is devoted to the proceedings and
addresses of the State Teachers' Association. The board made an
effort to secure the manuscripts of all addresses and is publishing
all that were available for this issue. It happens that they represent
various sections of the Secondary Department. The March issue will
be almost entirely devoted to additional addresses, which will doubtless
represent all other departments. The leading articles include the three
reports presented to the Representative Council and should prove veiy
interesting reading, as each was the subject of prolonged consideration
and discussion in the council. — R.

* m m

The first meeting of the reorganized State Teachers' Association
was an unqualified success. Only two counties were unrepresented
so far as the records show, Curry and Grant. It is estimated that
fifteen hundred teachers were in attendance. Unfortunately no pro-
vision was made for registration. Announcement from the platform
was made at one session but only about five hundred names were se-
cured. A card index of these was made as a permanent record for the
association. All who read this who did not report names are kindly
requested to send names with address and teaching position to the

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826 ORgQOlf TKACHBRg MOlfTmiY

secretary. Not alone in attendance, which was absolutely voluntary,
but in the professional spirit and enthusiasm as shown in the regularity
of attendance and earnest attention to the program, did this first
meeting set a standard. The council meeting waa particularly suc-
cessful, over one hundred delegates being present, representing every
section of the state. The principal speakers at the general sessions,
President Pearse of Wisconsin and President Suzzallo of Washington,
represent quite distinct types of educational leadership and both were
features of the program. Reports from the different departments
indicate most satisfactory results. Some of the new officers are
already formulating plans for the next year's meeting. Topics are
being selected, speakers and committees assigned and studies begun
based on actual school problems. — ^R.

♦ • ♦ " '

The membership of the State Association has reached the fine total
of 2112. This represents a gain of 367 secured at the state meeting
and up to January 1. The campaign has been made chiefly at the
annual county teachers' institutes. In addition, the principals in the
Portland schools presented the matter in teachers' meetings and sev-
eral reported that every teacher in the building enrolled. Some county
and city superintendents have also been active. If all or even a
majority will take enough interest to present the association member-
ship to the teachers, we can reach the goal of four thousand, necessary
to conduct an aggressive program in building up the profession of
teaching in Oregon. — B.

m m * ^

In years to come and the not too distant ones at that, teachers
in Oregon will look back at the meeting of the State Teachers'
Association of 1916 with a grateful realization that it took a long
decisive stop toward professionalizing teaching when its representa-
tive council passed, almost without discussion, the code of ethics for
teachers. That there is need of such a code for teachers demands no
better proof than the fact that every county institute where the matter
was presented went on recond as unanimously favoring the adopting
of a state code. Some violations of all points in the adopted code
and many violations of some of the points have become so noticeable
in the last few years as to make teachers and superintendents keenly
conscious of the reality of this problem. These violations have been
by the uninformed, the unthinking, the unprepared, the unprofessional
and the unprincipled, but would any other profession allow such in-
dividuals to interfere with its efficiency, decrease its opportunity of
service and lessen its claim for being a profession? At present the
only provision for enforcing this code is the powerful one of public
o])inion — powerful however in this case only when guided by a thor-
ough knowledge of the standards set forth in the code and of the
conditions which actually exist. Add to this an enthusiastic desire on
the part of every true teacher to see teaching recognized as a profes-
sion and also the individual willingness to accept the responsibility of
enforcing directly or indirectly the provisions of the code and Oregon
may demonstrate that it can create a sentiment strong enough to rid
itself of the unethical without the aid of a ''Grievance Committee."
Six thousand Oregon teachers, earnest in their support of, and scrupu-

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ORBGOir THAOHlBRg MOBTTHliY 827

lous in their practice of this code will unify and dignify teaching to a
degree which will reflect deserved honor upon themselves, their pro-
fession and their state. — ^E.

* * *

One of the pieces of progressive and constructive legislation which
it is hoped the legislature now in session at Salem will pass, is the
increase of the minimum school term to eight months. This has long
been recognized by students of educational problems as one of Oregon *s
most needed reforms. Only three states in the Union outside of a
few in the South have a shorter average school term than Oregon and
this is not compatible with the progressive stand we have taken in
matters of education. In practically all cities, towns and villages the
school term has been increased to eight and more frequently nine
months so that our present law places a handicap only upon the country
boy or girl — a handicap which is based much more upon tradition than
necessity. What county in Oregon is going to plead for the shorter
term and base its plea upon lack of school organization, impassable
roads or too scattered population — three self-refuting arguments?
Furthermore, Oregon's wealth is very largely composed of its natural
and agricultural resources and these must be conserved and increased
not by city trained boys and girls but rather by country boys and
girls who are educated to appreciate the opportunities of the country.
This cannot be done by a schooling too short even for the fundamentals
of elementary instruction, let alone the kind of work which will voca-
tionally prepare him for the work he is to do. Inefficiency and dis-
content are the results of the poor economy or blind allegiance to
custom which spends so much in the education of the rural children
and then allows most of that expenditure to be wasted because the
little additional, neees.sary to complete the work thoroughly, is not
available. Our legislators, pledged to economy, have never managed
the business affairs of the state upon any such near-sighted business
policy as this and there is no reason to suppose that this matter will
be an exception if they see it in this light. What can you do toward
the creation of a public sentiment in favor of at least eight months
of educational opportunity for the boys and girls of Oregon? — E.

* * «

The annual meeting of the National Education Association in
Portland the second week in July will be a great event in Oregon
educational history. The state is to be host for the first time to the
greatest educational organization in existence. As loyal members of
the profession in Oregon, it should be our ambition to equal or surpass
the best record in percentage of attendance of any state that has been
honored by this body. Only aivinsurmountable obstacle will prevent
the presence of those who have attended before and any other who
permit this rare opportunity to pass will be their own worst enemies
in a professional sense. The National Education Association is fifty-
five years old and has established a noteworthy record in its influence
on educational progress in the United States. Most of the great
educators of the nation, particularly in an administrative capacity,
have been associated with its management and direction. Our ablest
teachers, city and state superintendents, college and university pro-
fessoi's and presidents have contributed through the years to the sub-

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328 ORBGOlf TBACHBRS MONTHIiY

stantial achievements of the N. E. A. It is expected that the enter-
taining state guarantee an associate membership of the large percen-
tage of its teachers. This associate membership costs two dollars and
entitles the holder to the large bound volume of the proceedings, in-
cluding the valuable committee reports and most of the addresses.
The State Director for Oregon this year is Mr. 0. M. Plummer of the
Portland Board of Education. He is proposing the unique scheme of
having every school district in Oregon take a membership for each
school building, volume to be placed in the school library. Portland
and a number of first-class districts in the state have already done so.
This is in addition to the individual memberships of the teachers. In
the near future, membership blanks will be distributed through the
county superintendents and here is our first duty and opportunity to
help Oregon make good its pledges in securing this great meeting. We
believe the teachers of Oregon will respond promptly and unanimously.
Many will desire to become active members with voting and all other
privileges. The same blank makes provision for this, the process
calling for the recommendation by an active member to vouch for the
applicant and a fee of two dollars. Our second duty is to begin laying
plans at once to attend the Portland meeting. All Northwest summer
schools will adjourn during the convention and transportation com-
panies will make special rates. Each teacher is a committee of one,
first to become a member of the National Education Association,
second to secure the membership of his school district, third to attend
the meeting next July. — R.

Minutes of Executive Committee

By E. D. BESSISB, Acting Secretary

Pursuant to the call of the chairman, a meeting of the Executive
Committee of the Oregon State Teachers' Association (fourth session) was
held In Parlor G of the Hotel Portland, Portland, Tuesday evening, December
26, 1916. The meeting was called to order at 7:30 o'clock with the following
members present: Mr. E. T. Carleton, Miss Viola Ortschild, Mr. H. D.
Sheldon, Mr. G. A. Briscoe, Mr. J. Percy Wells, Mr. W. D. Parker. Absent,
Mr. H. H. Herd man. Messrs. W. R. Rutherford, acting treasurer, and E. D.
Ressler, acting secretary, were also in attendance.

Chairman Carleton reported a communication from the Portland Grade
Teachers' Association, requesting permission to hold a meeting as a branch
of the National League of Teachers, at some hour on Friday. After informal
discussion, it was agreed that the president of the State Association confer
with the officers of the Portland Association and appoint a suitable time not
in conflict with any existing schedule.

A communication was read from Director O. M. Plummer of the Port-
land Board of Education and Oregon Director of the National Education
Association, requesting an appropriation by the Oregon State Teachers*
Association of at least two hundred and fifty ($250.00) dollars for the
maintenance of State Headquarters at the annual convention of the National
Education Association to be held In Portland In July next. Mr. Sheldon
moved that Mr. Plummer be invited to address the general assembly of the
State Teachers' Associaion for ten minutes on the convention of the N. E. A.
It was so ordered.

A bill for telephoning was presented by Mr. H. H. Wardrip, chairman
of the Department of Vocational Education, incurred in his preparation of the
program of the state meeting. Mr. Sheldon stated that he knew of other
similar bills. On motion of Mr. Briscoe, this bill and all others submitted

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ORBGOW TBACmCRS MOBfTHLY 829

by department and other officers in connection with the meeting of the
State Teachers' Association were referred to the Finance Committee with
power to act.

Chairman Sheldon of the Editorial Board of the Oregon Teachers
Monthly, official journal of the convention, made a brief report of the work
of that body in explanation of the plan of organization, assignments, appoint-
ment of sub-committee and meetings of the sub-committee and of the
general board.

Professor H. B. Torrey, representing the Oregon Social Hygiene Society,
presented the matter of the importance of instruction in sex hygiene. He
recommended the appointment of a special commission of the State Teachers'
Association to investigate and report on the present status of sex instruction
in the United States. On motion of Mr. Briscoe, the matter was referred
to the incoming Executive Commitee for consideration at the same time as
other proposed investigations.

Mr. Plummer was then invited to address the committee in reference
to the convention of the National Education Association. After some dis-
cussion, Mr. Parker moved that the Executive Committee recommend that the
Representative Council approve Mr. Plummer's plan of working up institu-
tional memberships in the N. E. A., including every public school in Oregon.
The motion prevailed.

Mr. Parker presented at length the merits of the Portland tenure of
office law for teachers and requested the endorsement of the State Teachers'
Association. After prolonged discussion, no formal action was taken but it
was agreed the Mr. Parker, as a regular member of the Representative
Council, present the matter to the council on its merits.

The meeting adjourned at 10 p. m.

Minutes of Representative Council

By B. D. BESSIiEB, Becrttary

At 9:30 a. m., December 27, 1916, in the assembly room of the Portland
Hotel, President Carleton called to order the first session of the first Repre-
sentative Council of the Oregon State Teachers' Association. The first order
of business was the report of the committee on credentials. Chairman E. D.
Ressler reported that the committee had held a two-hour session on the
afternoon of December 26 and a three-hour session on the evening of the
date. While the majority of credentials were in regular form, there were a
large number that departed in one way or another from the form prescribed^
making technical violations of the regulations, which the committee thought
advisable to ignore. There was but one delegate whose credentials were not
favorably acted upon by the committee, that of Mr. R. L. Kirk of Springfield,
who came as a Representative of the Lane County Parent-Teachers' Associa-
tion. The committee ruled that the constitution did not recognize such an
organization and the matter was referred to the council, which sustained the
committee. The names of two delegates were submitted from Multnomah
county outside the city of Portland and the committee ruled that the number
of teachers Justified only one delegate. The council sustained the committee
and Mr. E. L. Goodwin was selected as the delegate. The council also seated
Miss Pay Clark as the representative of Malheur county, who was present,
bnt with no credentials for the reason that the county had held no institute
since the provisions of the constitution became effective. The council also
seated Mr. J. A. Nagel of Yamhill county, for whom no credentials had been
presented, but whose regular appointment had been witnessed by President
Carleton and Mrs. M. L. Fulkerson in the Tamhill county institute. H. H.
Wardrip was seated as a delegate from Josephine county, vice Lincoln Savage,
who had been chosen as delegate but nominated Mr. Wardrip in his stead.
The president of the Portland High School Teachers' Association was present
and informed the council that his association had appointed as delegates
Messrs. A. F. Bittner and C. R. Hallowell, who were duly seated by the
council. On motion of Mr. E. H. Sheldon, Mr. R. L. Kirk was seated as a
delegate from the Education Club of the University of Oregon, vice Mr. Fred

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330 OBBGOir THACHMRg MOWTHLY

Ayer. The roll of delegates to the Representative Council as completed was
as follows: (The names appear In alphabetical order by counties, including
representatives of the county teachers' associations, the various educatioaal
organizations of the county not being indicated on account of lack of space.
The only names not given in the county lists are those of representatives of
the colleges and the universities.)

Baker county, A. C. Strange; Benton, D. S. North; Clackamas, J. E3.
Calavan, Lena Ulen, Brenton Vedder; Clatsop, Mrs. M. J. Barry, J. F. Elton,
J. G. Imel; Columbia, J. W. Allen; Coos, R. B. Baker, C. A. Howard, L. W.
Turnbull, Muriel Watkins; Douglas, H. O. Bennett, H. H. Bronson, O. C.
Brown. F. B. Hamlin, Mrs. B. Harley, Alfred Powers, A. B. Street; Gilliam,
J. C. Sturgill; Harney, Mrs. Frances Clark; Hood River, J. W. Crites, L. B.
Gibson; Jackson, P. H. Daily, Emily Devore, Gertrude Bngle, M. O. Wheeler;
Jefferson, Mrs. Lillian Watts; Josephine, H. H. Wardrip; Klamath, R. H.
Dunbar, Edna Wells; Lake, Burt A. Adams, C. E. Oliver; Lane, W. G. Beattie,
Jennie Bossen, Maude Hooper, W. R. Rutherford, L. A. Wilson, Mary B.
Wright; Lincoln, R. P. Goin; Linn, C. W. Boettichner. G. E. Dunton, F. M.
Maxwell, Jessie Wilde; Malheur, Fay Clarke; Marion, Jean M. Byers, J. H.
Collins, Burgess Ford, Mrs. M. L. Fulkerson, W. C. Gauntt, J. W. Todd, T.
E. Wilson; Morrow, Mrs. Lena S. Shute; Multnomah, Emma Barrette, A. F.
Bittner, Lutie Cake, Alice Collier, A. R. Draper, B. F. Goodwin, Gertrude
Greathouse, Emma Griebel, C. R. Hallowell, Madge Hill, I. A. Melendy,
Harriet Monroe, Viola Ortschild, Wm. Parker; Polk, H. J. Elliott. W. I.
Ford, Mrs. F. H. Morrison, W. I. Reynolds; Sherman, F. E. Fagan; Tillamook,
Lilly Crapson, Ethel R. Glines, Mrs. Bertha Hanson, R. W. Kirk; Umatilla,
R. E. Chloupek, A. T. Park, G. R. Robinson, J. O. Russell, Gilbert Woods,;
I. E. Young; Union, Mrs. A. E. Ivanhoe, Linden McCullough; Wallowa,
J. C. Conley, C. A. Montandon; Wasco, Wilhemina Koerth, I. B. Warner;
Washington, C. E. Barker, Elsie K. Lathrop, Nan Miller, J. M. Stretcher;
Wheeler, H. J. Simmons; Yamhill, E. H. Anderson, S. S. Duncan, G. W.
Hug, Ellen Jackson, J. A. Nagel. Colleges and Universities — Albany, W. H.
Lee; McMinnville, C. P. Coe; Pacific University, H. L. Bates; Oregon Agri-
cultural College, E. D. Ressler; O. A. C. Industrial Education Club, F. H.
Shepherd; Oregon Normal School, J. H. Ackerman; Reed College, J. K. Hart;
University of Oregon, H. D. Sheldon; University of Oregon Education Club,
R. L. Kirk.

President Carleton as chairman of the Executive Committee made a
report of the meetings held during the year. He stated that a full transcript
of the minutes had appeared in Issues of the Oregon Teachers Monthly and
he would not go into detail with regard to the business transacted. The
president announced the appointment of the committees on resolutions,
credentials and nominations as follows: Resolutions, F. A. Tiedgen, Marsh-
field, Madge Hill, Portland, W. G. Seattle, Cottage Grove, Burt A. Adams,
Lakeview, William Parker, Portland; Credentials, A. R. Draper, Portland,
Linden McCullough, La Grande, L. W. Turnbull, Bandon, Harriet Monroe,
Portland, Alfrisd Powers, Oakland, A. T. Park, Pendleton, H. X". Bates, Forest
Grove; Nominations, W. R. Rutherford, Eugene, Edna Wells. Klamath Falls,
J. C. Imel, Astoria, Viola Ortschild, Portland, Geo. W. Hug, McMinnville.
He deferred the appointment of the Committee on Finance for the action
of the new Executive Committee.

At 10:10, Mr. J. A. Churchill took the floor to present the report of the
Committee on a Retirement Fund for Teachers. He explained that the
chairman of the committee, Mr. W. T. Foster, was unavoidably absent,
having been called out of the state on urgent business. Mr. Churchill took
twenty minutes to explain in some detail the provisions of the bill, copies
of which were in the hands of members of the council. Because of the fact
that members of the council had not had opportunity to read the bill care-
fully, it was voted that further consideration of the question should be post-
poned until 2:00 p. m., when the report would become a special order. With
the consent of the chair and the house. Miss Ortschild gave a brief argument
in opposition to certain features of the bill. A brief response was made bv
Mr. Churchill. ^

At 10:43, Chairman J. H. Ackerman of the Committee on a Code of
Ethics for Teachers took the floor. After reading the entire record, it was
moved that the council take up the provisions, principle by principle, and

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OMSGOW TMACHBBg MOlfTHIiY SSI

after discussion take a vote on adoption or rejection. A lively discussion
ensued an continued until the adjournment at 11:60 a. m., at which time the
entire report had been adopted with amendments. The report as finally
accepted by the council appears in this issue of the Oregon Teachers Monthly.
A motion for adjournment until 2:00 p. m. was carried.

The second session of the 1916 Representative Council met in the as-
sembly room of the Portland Hotel promptly at 2:00 p. m. Chairman
Carleton called to order. President Foster, chairman of the Committee on
a Retirement Fund for Teachers had returned to the city and was present.
He took charge of the report and made a presentation of its origin and
history, showing how the present draft was agreed upon after prolonged
discussion of the members and advice from experts, not members of the
committee. He answered questions and conducted the debate on the report
until 2:50, when on motion the report of the committee was adopted, with
only three dissenting votes. (Some further changes in the wording of the
different sections have been made since the adjournment of the State
Teachers' Association and the bill, as it will be presented to the legislature,
appears on other pages of this issue of the Oregon Teachers Monthly.) On
motion the committee was continued and authorized to represent the associ-
ation as a Legislative Committee in presenting the matter to the members
of the legislature to convene in Salem in January. The council took a recess
of five minutes at 3:46 and resumed at 3:60 with E. T. Carleton in the
chair. The chairman of the Committee on Retardation, Mr. C. W. Boetticher,
made an introductory statement in regard to the report, giving a history of
the appointment of the committee, an account of its meetings and plans of
investigation and then introduced Prof. F. L. Stetson, who presented the
statistical findings of the committee with an interpretation and brief discus-
sion. At 4:26, on motion, the report of the committee as presented was
adopted and the committee continued to pursue its investigations the coming
year. A report of the Committee on Resolutions was called for, but oi^
request of the committee it was postponed to a called meeting at 11:00 a. m.
Friday, December 29. The Committee on Nominations made the following
report, which was unanimously adopted: For president, Supt. G. A. Briscoe,
City Public Schools, Ashland; for vice president, Dean H. D. Sheldon, School
of Education, University of Oregon; Executive Committee for the two-years'
term, Mrs. A. E. Ivanhoe of La Grande, Superintendent Union County Schools;
Mr. W. T. Fletcher, principal of St. Johns High School, Portland. To succeed
Dr. Sheldon on the Executive Committee for the remainder of his two-years'
term, Mr. B. H. Whitney, principal of the Ockley-Green School, Portlan.d

Notice was given of the following amendments to the constitution, which
would be presented for adoption at the next session of the council Friday
morning at 11:00 a. m. by E. D. Ressler: To amend Article 1 by cutting
off the last two words, "Western Division," so that Article 1 would read:
"This society shall be known as the Oregon State Teachers' Association."
By F. H. Shepherd to substitute the following for Section 5 of Article 8 and
change the numbering of the present sections 6, 6, 7, 8. 9 to 6, 7, 8, 9, and
10. "The officers of the General Association and the chairman of each de-
partment and each section of each department of the Oregon State Teachers'
Association shall be ex officio members of the Representative Council with
full power." By H. D. Sheldon to amend Article 4 by changing 8 to 9 and
adding after the words "Retiring President," "State Superintendent of Public
Instruction," so that the amended article would read: "The officers of this
association shall be a President, one Vice President, a Secretary-treasurer,
and an Executive Committee of nine members of which committee, the
President, Vice President, Secretary-treasurer, Retiring President, and State
Superintendent of Public Instruction shall be ex officio members."

Mr. Henry B. Hazard, representing the United States Naturalization
Service of the Department of Labor was introduced and made a brief ad-
dress, setting forth the work of the Bureau of Naturalization and its import-
ance in the work of education. He urged the council and the educators of
Oregon to make a study of the work and assist in all possible ways in
advancing the interests of this important undertaking of the general Kovern-
xnent. On motion, a vote of thanks Vas extended the speaker ind his sug-

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332 ORKGON TBACHBRS MOBTTfilLy

gestions referred to the Resolutions Committee. On motion, the council
adjourned at 4:30 p. m. to meet in the Lincoln High School at 11 a. m.
Friday, December 29.

The third session of the 1916 Representative Council was called to order
by Chairman Carleton at 11:16 in Room 311, Lincoln High School. The
first order of business was the vote on the amendments proposed at the
previous session. The amendment offered to Article 1 was unanimously
adopted. The amendment offered to Article 4 was unanimously adopted.
After some discussion the, amendment offered to Article 8 was changed to
read as follows: "to substitute for Section 5 and to renumber sections 5,
6, 7, 8 and 9 to 6, 7, 8, 9 and 10." Section 5. "The officers of the General
Association shall be ex officio members of the Representative Council with
full power."

The Committee on Resolutions made its report. On motion, the resolu-
tion to advise the Executive Committee to call the annual meeting at the»
Thanksgiving holidays was stricken out. The rest of the report was adopted
as read. (The resolutions in full appear in this issue of the Oregon Teachers
Monthly.)

Mr. Wm. Parker, President of the Portland Principles' Association, was
granted the floor to present an argument in favor of the retention of the
present tenure of office as applied to Portland. There was no discussion.
On motion, the Representative Council of 1916 adjourned sine die at 11:59.

Minutes of the General Sessions

By E. D. BESSLEB, Acting Secretary

President E. T. Carleton called the first general session of the re-
organized Oregon State Teachers' Association to order in the Lincoln High
School auditorium^ Portland, at 9:25 a. m., Thursday, December 28. 1916.
Director Will H. Boyer of the Portland City Schools led the assembly In
singing "America" and several familiar songs. The President announced
that it had been decided to omit addresses of welcome and responses, since
the association had made Portland the annual meeting place in its constitu-
tion and that the welcome and appreciation would be taken for granted.
After brief introductory remarks in reference to the significance of this first
session under the re-organization, the conscientious work of the new Repre-
sentative Council the preceding day, and the state-wide attendance, the
President introduced the first speaker. President Henry Suzzallo of the
University of Washington, with a complimentary reference to the notable
educational career of the distinguished guest of the association. Dr. Suz-
zallo delivered a scholarly and inspiring address on "Standards of the
Teaching Profession."

A recess of ten minutes was taken at 10:30, after which Mr. Clalrei
Monteith. President of the Oregon State Association of Music Teachers,
delightfully entertained the assembly with a baritone solo, "On the Road to
Mandelay," by Oley Speaks. Mrs. Warren H. Thomas was at the piano.
Secretary W. H. Dodson of the Portland Chamber of Commerce was intro-
duced at 10:50 and gave a brief and informing address on "The Relationship
of Industrial and Commercial Development in the State of Oregon." Presi-
dent Carroll G. Pearse of the State Normal School at Milwaukee, Wis.. ex-
President of the National Education Association and chairman of its Board
of Trustees, was introduced at 11:15 and spoke on the subject, "That Thy
Days May be Long in the Land," a wise and illuminating presentation of
the teacher's relation to his profession and the community. The session
adjourned at 12:15.

The afternoon was devoted to departmental and divisional programs
as follows: Department of City Superintendents; Department of Higher
Education; Department of Secondary Education, with division meetings In
Science and Methematics, History, and Modern Languages; Department of
Foreign Languages, which met with the Classical Association of the Pacific
States, an organization holding its session during the same dates as the
Teachers' Association; the Oregon Council of English Teachers; Depart-

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ORMGOy TBACHBRa MOyTHliY S85

ment of Elementary Schools, with division meetings. Advanced, Intermediate
and Primary; Department of Rural Schools; Department of Vocational Edu-
catioD, with division meetings in Manual Training, Home Economics, and
Commerce; Art Division; Department of Music; Department of Librarians;
Department of Physical Training. The same departments, divisions, associ-
ations, etc., held session during Friday morning, December 29.

The second and last general session of the association was called to
order by President Carleton at 1:30 p. m., Friday, December 29, in the
Lincoln High School auditorium. After assembly singing, led by Director
Boyer, the report of the Committee on Resolutions was read by the chairman,
Supt. F. A. Tiedgen of Marshfield, and adopted without division. Supt. W.
R. Rutherford of Eugene presented the report of the Committee on Nomi-
nations, which was also adopted unanimously. The newly elected officers
are Superintendent G. A. Briscoe of Ashland, President; Dean H. D. Sheldon
of the University of Oregon, Vice President; Executive Committee, two-
year term: Mrs. A. E. Ivanhoe, County School Superintendent, Union County;
Principal W. T. Fletcher, James John High School, Portland; successor to
Dean Sheldon, one year. Principal E. H. Whitney, Ockley-Green School,
Portland. The hold-over elective member is Mr. J. Percy Wells of Jackson-
ville. Ex officio members of the Executive Committee are the Retiring
President, E. T. Carleton, Assistant State Superintendent of Public Instruc-
tion, Salem; President G. A. Briscoe; Vice President H. D. Sheldon, Eugene;
State Superintendent of Public Instruction J. A. Churchill, Salem; and the
Secretary-treasurer, to be elected by the Executive Committee.

President Pease was introduced at 2:10 p. m. and gave his second
assembly address on the subject, "School Dividends," again demonstrating
the value of his wide experience and helpful counsel. After acknowlgments
of the valuable service of his colleagues, the untiring efforts of the several
standing committees, the capable performance of the various chairmen and
other officers of the departments, the hospitality of the Portland teachers
and school officers, the excellence of the newspaper accounts of the annual
meeting, the courtesy of the pupils of the Manual Training Department of
the Pendleton Schools in presenting the presiding officer with a handsome
gavel made in their shops, and congratulations to all who attended the ses-
sions. President Carleton introduced the last speaker. Dr. Suzzallo, who
spoke fluently and eloquently on "Standards of Culture." With Mrs. Thomas
at the piano, Mrs. Jane Burns Albert, soprano, and Mrs. Lula Dahl Miller,
gave a brilliant rendition of a duet from Puccini's "Butterfly," concluding
the program and sixteenth annual session of the "Western Division," or the
first session of the State Teachers* Association.

Resolutions of the State Teachers' Association

To the President and members of the Oregon Teachers' Association, in
the sixteenth annual session assembled, at Portland, Oregon, December 27,
28 and 29, 1916; We, your Committee on Resolutions, beg leave to submit
the following which we recommend to your favorable consideration and
adoption: Be it resolved:

1. That this association most heartily endorses and commends the
efforts of those influences which secured for Portland and the Northwest,
the 1917 convention of the National Education Association and that this
associatioh pledges the exertion of every effort and Influence toward making
of the 1917 National Education Association convention the most successful
In the history of its existence, and that boards of education be urged to take
out individual memberships in the National Association.

2. That a committee on Social Service be appointed with full power In
the exercise of its function during the ensuing year and report the results
at the next annual meeting of this association.

3. That this association endorses and recommends the enactment of a
law making eight months the minimum of a school year and a minimum
salary law based upon certification and experience.

4. That the work of the United States Bureau of Naturalization, in its
efforts to improve the educational status of the alien in preparing him for

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884 ORgQOlf THACamBlM MOWTHl^T

the necessary qualifications for citizenship, be endorsed by this association
and that it pledges its support and assistance in the carrying out of the
purposes of the work.

5. That, In recognition of the rural educational problem as one of the
most important before the educators of the state today, and, inasmuch as the
rural schools derive the least direct benefit from the influence of this associ-
ation, it is the sense of this body that a committee of seven be appointed
to make a constructive investigation of the conditions surrounding such
rural schools to the end that the cooperation of this organization be extended
for the improvement of such conditions.

6. That the Legislative Assembly of 1917 enact such operative legisla-
tion as will Immediately put Into force and effect the letter and spirit of tb«
so-called "Bone-Dry*' prohibition amendment -to the constitution of the state,
as adopted by initiative petition at the general election, held on November 7,
1916, and that this association pledges its support to the enforcement of the
provisions of such enactment.

7. That, inasmuch as there is no question that the use of cigarettes is
a menace to the youth of our state and that their use and sale should be
absolutely prohibited, the law already upon the statutes prohibiting the sale
of cigarettes to minors be strictly enforced, and that, if the present law is
not adequate to meet the needs, the Legislative Assembly of 1917 be urged
to enact such legislation as will cure such defects and render the use of
cigarettes by minors impossible within the state.

8. That a committee of five be appointed, with power to act and with
authority to confer with the county superintendents of the state and the
State Superintendent to prescribe a set of standard requirements for music
teachers wishing their work credited; prescribe a form of application blank
and report blank to be used and request the state department to print the
same for the use of the schools.

9. That the thanks of the association be extended to the Board of
Editors of this association in appreciation of the labor and efforts put forth
by said board and the success attained in the promotion of the best interests
of the organization through the medium of the Oregon Teachers Monthly,
the official publication of this association; that a vote of thanks be extended
to the press of the city of Portland for the full and complete reports of the
proceedings of the association and other courtesies extended its membership,
individually and collectively; to the management of the Portland Hotel for
courtesies extended and services rendered; to the Oregon Congress of Moth-
ers; to the teachers of Portland; to the Fine Arts Museum and to the Board
of Education of Portland and the Multnomah County Library for courtesies
shown and accommodations provided in the matter of spacious and com-
fortable places of meeting, and to the people of Portland, generally, for
their kind consideration and thoughtful solicitation in ministering to the
comfort and pleasures of the membership and to all other influences which
contributed in a greater or less degree toward the unqualified success of the
1916 convention of this association.

Salute to the Fla^. — "We give our heads and our hearts to our country.
One country, one language, one flag." Directions — (1) The children rise
and direct attention to the flag by extending right arm, pointing to it. (2)
Touch foreheads with tips of fingers, repeating the words, "We give out
heads." (3) Hands placed over heart, repeating, "and our hearts." (4)
Both hands wave up, repeating, "to our country." (5) Weight forward,
hands at side, repeating, "One country." (6) Still standing, repeating, "one
language." (7) Right hand pointing to the flag, repeating with emphasis,
"one flag." — Selected.

• ■

What education is, and how the young should be educated, are questions
that require discussion. At present there is a difference of opinion as to the
subjects to be taught; for men are by no means in accord as to what the
young should learn, whether they aim at virtue or at getting the best out
of life. Neither is it clear whether education is more concerned with
intellect or with character. — Aristotle.

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Proposed Retirement and Pension System Bill (or the Public
School Teachers of Oregon

By W. T. FOSTEB, PresideBt Bead College, Chairman of Committee

Section 1. The following words and phrases as used in this act, unless
a different meaning is plainly required by the context, shall have the follow-
ing meanings:

1. "Retirement system" shall mean the arrangement provided In this
act for payment of annuities and pensions to teachers, and for the retirement
of teac^iers from service.

2. "Anuities" shall mean payments for life derived from contribu-
tions from teachers.

3. "Pensions" shall mean payments for life derived from contributions
from the state.

4. "Teacher" shall mean any teacher, principal or superintendent em-
ployed by the board of directors of a school district or a county in a public
school within the state.

5. "Public school" shall mean any school conducted within the state
under the order and superintendence of a board of school directors elected by
authority of the laws of the state.

6. "Regular interest" shall mean interest at three per cent per annum,
compounded annually on the last day of December of each year.

7. "Retirement board" shall mean the teachers' retirement board, as
provided in Section 4 of this act.

8. "Retirement association" shall mean the teachers' retirement asso-
ciation, as provided in Section 3 of this act.

9. "Expense fund" shall mean the fund provided for in paragraph
numbered one in Section 5 of this act.

10. "Annuity fund" shall mean the fund provided for in paragraph
numbered two in Section 5 of this act.

11. "Pension fund" shall mean the fund provided for in paragraph
numbered three in Section 5 of this act.

12. "School year" shall mean the twelve months from the first day of
July of any year to the thirtieth day of June next succeeding, inclusive.

13. "Assessments" shall mean the annual payments to the annuity
fund by members of the association.

Section 2. A teachers' retirement system shall be established on the
first day of July, nineteen hundred and seventeen.

Section 3. A teachers' retirement association shall be organized among
the teachers in the public schools as follows:

1. All teachers, except those specified in paragraph 3 of this section,
not in the service of the public schools during the term immediately prior
to July first, nineteen^ hundred and seventeen, who enter such service on or
after July first, nineteen hundred and seventeen, shall become thereby
members of the association.

2. All teachers, except those specified in paragraph 3 of this section,
who shall have entered the service of the public schools before June thirtieth,
nineteen hundred and seventeen, may at any time between July first, nine-
teen hundred and seventeen, and Septembr thirtieth nineteen hundred and
seventeen, upon applictation in writing to the retirement board, become
members of the retirement association. Any teacher failing so to do may
thereafter become a memb^ of the retirement association by paying in
instalments as the retirement board may direct an amount equal to the total
assessments, together with regular interest thereon, that he would have paid
if he had Joined the retirement association on September thirtieth, nineteen
hundred and seventeen.

3. Any teacher hereafter employed in any school district in this state

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336 OREGOBT TBACHBRS MOBTTHIiY

wherein a teachers' retirement fund association, under the proyisions of
Chapter 280 of the Acts of the Legislature of the State of, Oregon for the
year 1911, is in existence, shall not be subject to the provisions of this act

Section 4. 1. The management of the retirement system is hereby
vested in the teachers' retirement board, consisting of five members, the
State Insurance Commissioner, the State Superintendent of Banking, the
State Superintendent of Public Instruction, who shall be ex officio members,
and two members of the retirement association. Upon organization of the
retirement association, the members thereof shall elect from among their
number, in a manner to be approved by the ex officio members of the retire-
ment board, two persons to serve upon the retirement board, one member
to serve for one year, and one for two years; and on the expiration of their
respective terms the members of the retirement association shall elect an<
nually from among their number, in a manner to be approved by the retire-
ment board, one person to serve upon the retirement board for a term of two
years. Vacancies occurring among other than the ex officio members of
the board shall be filled by the board for the unexpired portion of the elective
term. Until the organization of the retirement association and the election
of two representatives therefrom, the ex officio members of the retirement
board shall perform the duties thereof. The office of the retirement board
shall be with the State Superintendent of Public Instruction until it shall
otherwise direct.

2. The members of the retirement board shall serve without compensa-
tion, but they shall be reimbursed from the expense fund of the retirement
association for any expenditures which they may incur through serving on
the board. All claims for reimbursement on this account shall be subject to
the approval of the Governor, Secretary of State, and State Treasurer.

3. The retirement board shall have power to make by-laws and regula-
tions not Inconsistent with the provisions of this act; to employ a secretary
who shall give a bond in such amount as the board shall approve; and to
employ clerical and other assistance as may be necessary. The compensation
of the secretary and other assistants shall be fixed by the board, with the
approval of the Governor, Secretary of State, and State Treasurer.

4. The retirement board shall provide for the payment of retirement
allowances and such other expenditures as are required by the provisions
of this act.

5. The retirement board shall adopt for the retirement system one or
more mortality tables ,after consultation with an actuary, and shall deter-
mine what rates of interest shall be established in connection with such
tables, and may later modify such tables or prescribe other tables to repre-
sent more accurately the expense of the retirement system or may change
such rates of interest, and may determine the application of the changes made.

6. The retirement board shall perform such other functions as are
required for the execution of the provisions of this act.

Section 5. The funds of the retirement system shall consist of an
expense fund, an annuity fund, and a pension fund.

1. The expense fund shall consist of such amounts as may be appro-
priated by the legislature to defray the expenses of the administration of the
act until July first, nineteen hundred and nineteen. 1[;hereafter there shall
be set apart for the expense fund such portion of the interest on the invested
funds of the association as the retirement board may appropriate for that
purpose.

2. The annuity fund shall consist of assessments paid by members of *
the retirement association, and interest derived from investments of the
annuity fund. Each member of the retirement association shall pay Into the
annuity fund, by deduction from his salary in the manner provided In Section
9, paragraph five, of this act, such assessments upon his salary as may be
determined by the retirement board. The rate of assessments shall be estab-
lished by the retirement board on the first day of July of each year to take
effect after a prior notice of at least three months, and shall at any given
time, be uniform for all members of the retirement association, and shall
not be less than three per cent nor more than five per cent of the member's
salary; provided, however, that when the total sum of assessments on the
salary of any member at the rate established by the retirement board would

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ORBGOlf TBACHS3R8 MOlfTHIiT 827

amount to more than one hundred dollars or less than thirty-five dollars for
any school year, such member shall in lieu of assessments at the regular
rate be assessed one hundred dollars^ jrear or thirty-five dollars a year as
the case may be, payable in equal instalments to be assessed for the number
of months during which the schools of the community in which such member
is employed are commonly in session. Any member of the retirement asso-
ciation who shall for thirty years have paid regular assessments to the
annuity fund as provided herein, shall be exempt from further assessments;
but such member may thereafter, if he so elects, continue to pay his assess-
ments to the fund. No member so electing shall pay further assessments
after the total sum of assessments paid by him shall at any time have
amounted, with regular interest, to a sum sufficient to purchase an annuity
of five hundred dollars at age sixty under the tables then in use by the
retirement board; and interest thereafter accruing on such member's assess-
ments shall be paid to the member at the time of his retirement.

3. The pension fund shall consist of such amounts as shall be appropri-
ated by the Legislative Assembly from time to time on estimates submitted
by the retirement board or otherwise for the purpose of paying the pensions
provided for in this act.

Section 6. 1. Any member of the retirement association may retire
from service in the public schools on attaining the age of sixty years, or after
twenty-five years of service in the public schools, of which not less than
fifteen, including five years immediately preceding retirement, have beon in
the public schools of this state; or at any time thereafter, if incapable of
rendering satisfactory service as a teacher, may, with the approval of the
retirement board, be retired by the employing board of school directors.

2. Any member of the retirement association, on attaining the age of
seventy years, shall be retired from service in the public schools.

3. A member of the retirement association after his retirement under
the provisions of paragraphs numbered 1 or 2 of this section, shall be entitled
to receive from the annuity fund, as he shall elect at the time of his retire-
ment, on the basis of tables adopted by the retirement board, and then ap-
plicable under their rules: (a) an annuity, payable in quarterly payments,
to which the sum of his assessments under Section 5, paragraph 2, with
regular interest thereon, shall entitle him; or, (b) an annuity of less amount,
as determined by the retirement board for the annuitants electing such
option, payable in quarterly payments, with the provision that if the annuitant
dies before receiving payments equal to the sum of his assessments under
Section 5, paragraph 2, with regular interest, at the time of his retirement,
the difference between the total amount of said payments and the amount
of his contributions with regular interest shall be paid to his legal repre-
sentatives; but exercising this option (b) shall not operate to reduce the
pension payable in accordance with paragraph numbered 5 of this section if
he had elected option (a) of this paragraph.

4. Any member of the retirement association receiving payments of an
annuity as provided in paragraph numbered 3 of this section shall, if not
rendered ineligible therefor by the provisions of Section 5 of this act, receive
with each quarterly payment of his annuity an equal amount to be paid from
the pension fund as directed by the retirement board.

6. Any teacher who shall have become a member of the retirement
association under the provisions of paragraph numbered 2 of Section 3, and
who shall have served fifteen years or more in the public schools of the state,
not less than five of which shall immediately precede retirement, shall, on
retiring as provided in paragraphs 1 and 2 of this section, be entitled to
receive a retirement allowance as follows: (a) such annuity and pension as
may be due under the provisions of paragraphs numbered 3 and 4 of this
section; (b) an additional pension to such an amount that the sum of this
additional pension and the pension provided in paragraph 4 of this section
shall equal the pension to which he would have been entitled under the
provisions of this act if he had paid thirty assessments on his average yearly
wage for the fifteen years preceding his retirement and at the rate in effect
at the time of his retirement; provided, (1), that if his term of service in
the state shall have been over thirty years, the thirty assessments shall be
reckoned as having begun at the time of his entering service and /^,s^

gitized by^

838 OBEGOy TBACHBRS MONTHIiY

regular interest until the time of retirement; and further provided, (2), that
if the sum of such additional pension, together with the annuity and pension
provided for by paragraphs numbered 3 and 4 of this section, is less than
three hundred dollars in any one year, an additional sum sufficient to make
an annual retirement allowance of three hundred dollars shall be paid from
the pension fund.

6. If at any time it is impossible or impracticable to consult the original
records as to wages received by a member during any period, the retirement
board shall determine the pension to be paid under paragraphs numbered 5
(b) of this section in accordance with the evidence they may be able to obtain.

7. In determining the retiring allowances of a member of the teachers'
retirement association, who, prior to the first day of June, nineteen hundred
and nineteen, had been regularly employed in any school district within the
state, credit shall be given in the manner provided for by paragraph 5 of
this section, for all such periods of employment rendered prior to the first
day of June, nineteen hundred and nineteen; except, however, that this
paragraph shall not apply to teachers becoming members of the teachers*
retirement association who were at the time of entering the service of the
public schools members of the teachers' retirement fund association provided
by Chapter 280, Laws of 1911.

Section 7. 1. Any member of the retirement association withdrawing
from service in the public schools, before becoming eligible to retirement
shall be entitled to receive from the annuity fund all amounts contributed as
assessments (together with regular interest thereon), in the n?anner here-
inafter provided.

2. If such withdrawal shall take place before six annu'\l assessments
have been paid, the total amount to which such member is entit^id as deter-
mined by the retirement board under the provisions of this act may be paid
to him in one sum or in instalments as the board ma\^ direct.

3. If such withdrawal shall take place after six annual assessments
have been paid, the amount so refunded shall be in the form of such annuity
for life based on the contributions of surb member (toper her with regular
interest thereon), as may be determined by the retirement hoard according to
its annuity tables, or in four annual instalments, as such member may elect.

4. If a member of the association withdrawing and receiving payments
in accordance with either paragraph numbered 2 or 3 of this section, shall
die before the amount of such payments equals the amount of his contribu-
tions to the annuity fund with regular interest, the difference between the
amount of such payments and the amount of his contributions (with regular
interest), shall be paid to his legal representatives.

5. Any member of the retirement association who shall have withdrawn
from service in the public schools shall, on being re-employed In the public
schools, be reinstated in the retirement association in accordance with such
plans for reinstatement as the retirement board shall adopt.

6. If a member of the retirement association shall die before retire-
ment, the full amount of his contributions to the annuity fund with regular
interest to the day of his death shall be paid to his legal representatives.

Section 8. That portion of the salary or wages of a member deducted
or to be deducted under this act, the right of a member to an annuity or
pension, and all his rights in the funds of the retirement system shall be
exempt from taxation, and from the operation of any laws relating to bank-
ruptcy or insolvency, and shall not be attached or taken upon execution or
other process of any court. No assignment of any right in, or to, said funds
shall be valid as against the state nor between the assignor and assignee,
but shall be wholly void to all intents. The funds of the retirement system,
so far as Invested in personal property, shall be exempt from taxation.

Section 9. 1. The school board of every district in the state shall,
before employing in any teaching position any person to whom this act may
apply, notify such person of his duties and obligations under this act as a
condition of his employment.

2. On or before October first of each year the school board of every
district in the state shall certify to the retirement board the names of all-
teachers to whom this act shall apply. f .

Digitized by VjOOQ IC

ORlDGOir TBACHBRS MONTHLY 339

3. The school board of every district in the state shall, on the first day
of each calendar month, notify the retirement board of the employment of
new teachers, removals, withdrawals, changes in salary of teachers, that shall
have occurred during the month preceding.

4. Under the direction of the retirement board the school board of
every district in the state shall furnish such other information as the board
may require relevant to the discharge of the duties of the board.

5. The school board of every district in the state shall, as directed by
the retirement board, deduct from the amount of the salary due each teacher
employed in the public schools of such districts such amounts as are due as
contributions to the annuity fund as prescribed in this act, shall send to the
clerk of said district a statement as voucher for such deductions, and shall
send a duplicate statement to the secretary of the retirement board.

6. The school board of every district in the state shall keep such recortls
as the retirement board may require.

Section 10. 1. The school clerk of every district in the state, on r«'celpt
from the school directors of the vouchers for deductions from the teachers'
salaries provided for in Section 9, shall transmit monthly the amount specified
In such voucher to the secretary of the retirement board.

2. The secretary of the retirement board shall monthly pay to the State
Treasurer all sums collected by him under the provisions of paragraph 1 of
Section 10.

3. All funds of the retirement system shall be in the custody and care
of the State Treasurer, and the Treasurer shall invest such funds as are not
required for current disbursements. All funds of the retirement association
shall be invested by the State Treasurer in the class of securities authorized
for the investment by banks of savings deposits under the laws of this state.
He may, wherever he sells securities, deliver the securities so sold upon
receiving the proceeds thereof, and may execute any or all documents neces-
sary to transfer the title thereto.

4. The State Treasurer shall make such payments to members of the
retirement association from the annuity fund and pension fund as the retire-
ment board shall order to be paid in accordance with Sections 6 and 7 of
this act.

5. On or before the third Wednesday in January, the State Treasurer
shall file with the State Insurance Commissioner and with the secretary of
the retirement board, a sworn statement exhibiting the financial condition
of the retirement system on the thirty-first day of the preceding December
and its financial transactions for the year ending at such date. Such state-
ment shall be in the form prescribed by the retirement board and approved
by the Insurance Commisisoner.

Section 11. The district court of Marion county, or of the county in
which the district concerned may be situated, shall have jurisdiction in equity
upon petition of the Insurance Commissioner or of any interested party to
compel the observance and restrain the violation of this act, and of the rules
and regulations established by the retirement board hereunder.

Section 12. Biennially, beginning December first, nineteen hundred and
eighteen, the retirement board shall present to the Governor, to be trans-
mitted to the legislature, a statement of the amount expended and a full
report of all proceedings of the retirement board and association prior to
the preceding first day of July.

Section 13. Provisions of this act shall not apply in any way to teachers
employed in school districts having 100,000 or more inhabitants.

God gives us always strength enough and sense enough for what he
wants us to do. If we either tire ourselves or puzzle ourselves, it is out
own fault. And we may always be sure, whatever we are doing, that we
cannot be pleasing Him if we are not happy ourselves. — John Ruskin.

Any coward can fight a battle when he's sure of winning; but give me
the man who has the pluck to fight when he's sure of losing. — George Eliot.

Digitized by VjOOQIC

The Teacher's Code of Professional Ethics

By Pres. J. H. ACKESMAN, Obairmaii of Committee
The following code of profession ethics was adopted by the Repre-
sentative Council of the State Teachers' Association at its meeting December
27, 1916:

1. To govern one's conduct in public and private life by the highest
principles of courage, justice, morality, and truth-

2. To be loyal to all movements looking toward the raising of the
standards of the teaching profession with a reciprocal loyalty between
teachers, superintendents and principals.

3. Not to make application for an administrative position until a
vacancy has occurred, nor to apply for other positions until every effort has
been made to determine whether a vacancy exists.

4. Never underbid. Never undermine.

5. To withdraw immediately all applications when a contract has been
signed and to notify immediately all persons who may be actually assisting
in securing a position.

6. To have a high regard for the sacredness of a contract, while* in
turn employers should have every regard for the advancement of a teacher.

7. To take active part in all community activities of an educational
nature.

8. To refuse to give or accept open recommendations.

9. To support the State Teachers' Association to the extent of sub-
scribing to the Oregon Teachers Monthly.

Report of the Committee on Retardation

By F. L. STETSON, Secretary, Eugene, Oregon

Report. — This report represents the work of the committee up to the
time of the December meeting of the Association. The work is not complete
in that the data from Eugene are not included, and that the answers to the
question on the causes for repetition have not been fully tabulated. .

The Problem. — As the committee was not definitely organized for work
until after the opening of the schools in September, and a report was desired
in December, it was decided to limit the investigation to a study of the
actual conditions regarding the progress of children through the elementary
schools of Oregon, with particular attention to the extent and seriousness of
retardation and to the probable causes of retardation.

The Methods. — The brief time in which to work made it inexpedient
to attempt to collect information regarding all of the schools of the state,
or even regarding all of the schools of a certain size or class. The schools
in which the various members of the committee were working, however,
seemed to be fairly representative, both of various sections of the state and of
village or small city districts, so the investigation was again limited to the
following schools: Albany, Bend, The Dalles, Coquille, Heppner, Klamath
Falls, Medford, and one school in Portland. The report then is based upon
the study of the records of 4703 pupils found in the first eight grades of
the above cities. Each member of the committee distributed blanks to the
various teachers in his city, asking them to give the following information
regarding each pupil enrolled in their respective rooms on November 6:
Name, grade, sex, date of birth, date of entering school (first grade), grades
repeated or skipped, and probable causes for retardation or repetition. This
information was not all available for all pupils, and information given upon
the last point especially would frequently be only the teacher's estimate,
instead of a definitely established fact, yet it was felt that it was as reliable
as any that could be secured, and would at least be of value in indicating
the problem of retardation as the teachers see it.

The data were worked over according to the general method of Doctor
Strayer in the Butte Survey of 1914. The age of each pupil was computed
for September 1, 1916, and a chart constructed for each city, and one for
all cities together, to show the placement of all the pupils by age and grade,
using half year and half grade groups. Then, assuming, as .Doctor Strayer

Digitized by VjOOQIC

ORlBOOiy TBACWHRS MOMTHLY 141

does» and as has been done in other recent surveys, that the latest normal
age for completing the elementary school is up to 16, the following were
taken as the normal age limits for entering each grade: IB, 6 up to 7; lA,
6% up to 7^; 2B, 7 up to 8; 2 A, 7^ up to 8^, and so on to grade 8 A,
which should be entered from 13^ up to 14^.

The number of pupils who were entering each grade at the normal age,
under the normal age, and over age was then determined (Table 3), as well
as the extent of over-ageness or under-ageness in years (Table 4). This
material was taken as the answer to the question on the extent and seri-
ousness of retardation. The attempt was then made to answer, as far as
time permitted, the question on the causes of retardation by segregating
the retarded or repeating pupils and tabulating the information given
regarding them.

Gonditloiis. — ^The following tabular summaries give in concise form the
more important facts regarding the actual placement and progress of pupilsj
as indicated by the study, the initials representing cities mentioned above:

liable 1. Enrollment by Grades.

OradeB

1

2

3

4

5

6

7

8

A

B

0

D

H

K

M

P

Totals

117

88

40

137

38

114

94

22

622

98

82

56

105

32

81

90

89

628

92

105

82

131

26

72

99

106

668

64

97

48

109

19

59

111

95

602

58

88

82

123

80

69

70

98

570

92

65

86

118

24

69

114

104

617

94

61

33

72

33

58

98

88

587

94

45

80

77

17

64

65

72

464

704

629

307

867

181

586

750

670

4708

49

30

8

9

71

8

14

4

198

No age given

Net total 655 599 299 858 110 578 736 675 4510

In this table we note especially the general similarity in the sizes of
IH'ades 1 to 7 in a number of the cities. Instead of the definite decrease in
the sise of successive grades that is often described, there is a strong
tendency in these cities toward an upper grade enrollment that is relatively
quite large. This becomes more apparent in the column showing total
enrollment for each grade, indicating that there are approximately as many
pupils in each grade up through the sixth as in the first, with a drop of
nearly twelve per cent between the sixth and seventh and a drop of about
thirteen per cent between the seventh and eighth. Evidently, then, prac-
tically all the pupils remain through the sixth grade with a small decrease
in number in the last two grades. The second fact is that the enrollment in
the upper two grades is 1001, or 21 per cent of the entire enrollment. This
is a high percentage as compared with the average for the United States,
14 per cent, but Doctor Ayer found 23 per cent of the Lane county pupils
enrolled in these grades. From these facts, it is seen that the holding power
of the Oregon schools is probably very good, but we get a suggestion also
that there must be a considerable number of over-age or retarded pupils
in the upper grades.

Table 2. Enrollment by Ages and Grades.

Grade

5

6

7

8

9

10

11

12

13

14

15

16

17

Totals

IB

119

256

86

23

4

5

498

A

8

43

41

17

2

1

1

1

109

2B

68

187

86

28

7

2

378

A

18

92

84

31

5

3

2

1

236

SB

7

61

180

94

29

15

4

1

1

393

A

, ,

16

89

88

29

7

2

3

234

4B

2

9

65

141

92

38

12

5

2

366

A

4

22

65

75

84

9

4

2

215

5B

8

58

138

102

33

15

9

2

365

A

4

16

60

64

32

13

4

4

198

6B

11

61

130

97

46

24

5

2

376

A

1

8

41

57

47

18

4

2

1

179

TB

1

3

53

117

90

49

17

4

1

385

A

10

47

57

37

18

4

5

178

SB....

, .

i

6

35

105

83

54

18

3

306

A

1

3

9

37

52

25

16

7

150

Totals. . 128 894 496 578 540 515 509 456 423 279 131 47 17 4510

In this table, the half-year groups have been combined, for economy of
space, thus making it impossible to designate accurately the number of
pupils entering under age, at age, or above age, but several other significant
points should be noted. The number of pupils under six. is quite large,

X is quite

Digitized by VjOOQI^

842

ORBGON TBACHBRfl MONTHIiY

numbering nearly 3 per cent of the whole. In the 6-year group are 394, or
8.7 per cent, and in the 7-year group are 496, or 11 per cent, a total of
22.7 per cent in the three age groups. Lane county had slightly over 13
per cent in the same groups. The number of pupils who, at the beginning
of the year are 15 or over is 199, or 4 per cent, about the average jfor the
United States, and less than in Lane county, which had 13 per cent in 1916

A third point is found in the wide variation in ages of pupils who are
supposedly doing the same grade of work. In each grade, at least six dif-
ferent ages are represented, and in some as high as ten. The conditions in
the individual cities are very similar, indicating that many pupils are prob-
ably not receiving the proper type of subject matter or Instruction. In the
Portland Survey (p. 141) it is suggested that for children of from 6 to 14
years, a range, of more than three years is not desirable in any grade, yet
practically all of the schools studied have a greater range in each grade.

Table 8. Number of Pupils Under-age, Normal-age, and Over-age.

K.

B.

0.

D.

H..

K..

M.

P..

Under-

age

Normal-Bjse

Over

Per- cent

imber

Per cent

Number

Per cent

Number

Totali

107

16.3

282

43.0

266

40.6

655

00

16.0

238

39.7

271

45.2

599

40

1&.3

119

39.4

140

46.8

299

135

15.7

971

43.2

352

41.0

858

20

18.1

39

35.0

51

46.0

110

106

18.3

241

41.7

281

40.0

578

173

23.5

311

. 42.8

252

84.2

736

178

26.8

254

37.6

248

34.0

675

849 18.8 1855 41.1 1806 40.0 4510

This table shows the number and per cent of pupils found in each of
the three groups in each system studied. The under-age pupils vary from
13 per cent to 26 per cent, the normal-age from 35 per cent to 43 per cent,
and the over-age from 34 per cent to 46 per cent. However, this total
number of under-age pupils (18.8 per cent) is rather large, and the number
of over-age (40 per cent) is decided so, being above the median for the
United States as given in Strayer's study of 1911. The following figures
enable comparisons: In "Laggards in our Schools," Doctor Ayres esti-
mated that thirty-three per cent of the elementary school population of
this country was over-age. A study of 227 cities of over 1000 population
in Michigan in 1916 showed 6.6 per cent under age, 65.5 per cent at age,
and 24 per cent over-age; Portland in 1913 had 24.4 per cent over-age;
Port Towsend, Wash., in 1916 had 13 per cent over-age; Blaine, Wash., 39
percent; and Ashland, Oregon, in 1914 had 81 per cent over-age and 34
per cent under-age.

Extent of Variation fk^m Normal Age.

Table 4.

A. — Under Age.

Less than 1 yr.

A . .
B ..
O ..
D ..
H ..
K F
M ..
P ..

Boys
52
88
12
59
6
56
62
53

Oirls
49
45
27
65
5
48
67
75

1 yr. and lees than 2
Boys Oirls

5
2

i

1

1

12

18

O^er 2 years
Boys Girls

Boys
57
40
12
61
7
57
77
67

Totols
Oirls
50
50
28
68
5
47
75
85

107

JM)

40

185

20

106

178

178

338 (52) 876
766

85 (10) 30
75

... 5 (1) 2

ToUls

Numbers in () indicate pupils whose sex was not given.
B. — Over Age.

Less than 1 year and 2 years and

1 year under 2 under 8

Boys Oirls Boys Girls Boys Girls

378 (63) 408

849

A ..

...89

B ..

...87

0 ..

...88

D ..

...121

H ..

. .: 7

K ..

...63

M ..

...72

P . .

...70

72
74
42
100
9
65
54
71

27
43
21
37
4
80
86
31

82
83
12
34
9
34
20
20

14

12

10

17

5

11

9

8

19
11

7
11

io

8

4

3 years and

under 4

Boys Girls

6 3

4 years and

under 5
Boys Oirls
3 *

2 1

2

1 m

12

Boys

139

150

74
183

17
112
119
116

Totals

Girls
127
121

68
150

18
118

83
101

547 487 229 194 86 70

(73) (38) (9)

1107 456 165

*Add 1 girl at 10. l|Add 1 boy at 5.

32 23 15

(1)

56 19

HAdd 1 pupil at 8.

910 779

(117)
1606

Digitized by VjOOQIC

ORBCKIN TICACHBRS 1IONTHI.Y

In Part A is shown the extent of under-ageness. The significant fact
disclosed by this table is that the 766 pupils in the first group, continuing
normally, can complete the eight grades by 14% or slightly earlier; the 76
continuing normally, can finish the work between 13 and 14; while 8 will
finish under the age of 13. In Part B, it is seen that 1107 pupils, continuing
normally, cannot complete the elementary school under 16 or 15%; 456
cannot finish under the age of 16; 166 under 17; while 75 cannot finish
under 18. Needless to say the chances for the last two groups to continue
in school past the compulsory attendance age limit are small, and prabably
many of the 466 will also drop out.
Table 5. Number and Per Cent of Pupils Under-age, Normal-age, and
Orer-age, by Grades.

Under-age Normal-age O^er-age

Orade Number Per cent Number Per cent Number Fer cent Total*

1 128 21.0 830 54.8 144 23.9 603

2 112 18.2 296 48.2 206 88.2 614

3 121 19.8 288 46.2 222 85.4 626

4 124 21.3 227 89.0 280 89.5 681

5 119 21.1 201 85.7 243 48.1 568

6 94 16.9 186 S8.5 275 39.5 656

7 85 16.5 175 84.1 253 49.3 618

8 66 14.4 157 84.4 288 51.0 466

849 18.8 1855 41.1 1806 40.0 4610

The chief points to be noted in this table are the drop in the number of
under-age and normal-age pupils in the upper grades, and the steady increase
in the number of over-age, up to 51 per cent, in the eighth grad^. It is
certainly a rather startling fact to find that one-half of all the pupils in
the upper grades of these systems are over-age, a situation that can only
exist through some decidedly unwholesome conditions at some earlier point.

The Causes. — Retardation or over-ageness is due to late entrance or
slow progress or to a combination of both. In attempting to discover why
the Oregon schools have such a large number of retarded pupils, the late
entrance factor must first be considered. Lacking the opportunity to
tabulate all information, the question was answered in this manner: Se-
lecting one city as fairly typical of all, it was found that of 98 IB pupils
who entered school last fall, 47, or 48 per cent, were at the normal age;
83, or 33.6 per cent, at an early age; and 18, or 18.3 per cent, late iti
entering. While this is insufficient evidence upon which to base a final
statement, at least it indicates that late entrance, while a factor, is not the
only or main one. This is further borne out by the fact that in this same
system 53.5 per cent of the eighth graders are over-age.

Considering next the question of slow progress, 305 pupils in the system
had repeated one or more half grades; 81 had skipped one or more; and 46
had both repeated and skipped grades. There were 759 pupils who had
been in the school long enough to repeat work. In all, 351, a total of 46.2
per cent had done so at some time. Evidently, then, slow progress or slow
progress after late entrance is chiefly responsible for the 40 per cent of
retarded pupils.

The lack of complete records made it difficult to determine accurately
the cause for repetition, but 255 cases were selected for which the teachers
gave a reason, secured from records, personal acquaintance, or inquiry of
pupil or parent.

Absence was held accountable for 86 cases, illness being specified as i^
cause for 69, and irregular attendance due to work, distance from school,
etc., for 17. Moving or changing schools was given as a reason for 33 more;
and physical condition, including poor vision 5, malnutrition 2, adenoids and
tonsils 14, goiter 2, and bad habits 3, was thought responsible for 26. Some
factor connected with mental development of mental condition was given
for 99 cases. These included such statements as slow development, slow
thinkers, immature, defective, no application, nervous, listless, or diffi-
culties with special subjects. Scattering reasons, as the desire of a parent
for thoroughness or the difficulty of new work after skipping a grade, etc.,
accounted for the remaining 11.

Combining groups, mental condition was a suggested cause for 99
cases, illness or poor physical condition for 95, irregular attendance due to
other causes for 50, and scattering reasons for 11. Doubtless some physical

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844 OBJBOOW TMACBMBM MOWTHliY

factor not discovered by the teacher was responsible for many cases of poor
mental condition, and also the tendency to enter pupils at an early age may
account for many others, but clearly attention must be called to the need
for more health work In the schools as well as to more effective placing of
pupils If the large amount of retardation and repetition be decreased.

Tentative Ckmclusions. — From the present status of the study, the
following points seem evident: (1) Oregon schools, while not showing as
high a percentage of retardation as has been disclosed in surveys of some
large city systems, still have a much larger number of over-age pupils than is
warranted under existing conditions. The situation becomes serious in the
upper grades, where every other pupil is over-age. (2) The number of
pupils who remain in school after reaching the age of 15 is fairly large,
although there is a marked decrease in the number of pupils at age 14. The
holding power of the schools seems, on the whole, to be good. (3) A larse
number of pupils enter under the normal age, but afterward are quite apt
to make slow, rather than rapid or even normal, progress. Quite a few who
enter eaHy and repeat work are yet able to finish at the normal time, but
the situation is still unsatisfactory. (4) Repetition of work, a most potent
cause for retardation, is altogether too prevalent. While a certain amount
of retardation must be expected on account of the number of families who
shift from place to place, according to the economic demands, it is hardly a
defensible proposition that nearly every other child should be obliged to
repeat work at some time in his school career. (6) A large problem for
administrators and supervisors is found in the early entering, slow-movins
group. Immaturity and poor physical health are very significant causes'
for much repetition, while late entrance and irregular attendance are also
contributory to retardation.

Recommendations. — (1) That a committee be appointed to continue the
investigation of retardation, working on a broader and more systematic
plan, and especially asking the cooperation of county superintendents in
securing information regarding typical rural or small village communities.
(2) That the reduction of retardation be made a special problem in th<
state of Oregon, involving: (a) Adoption and use, in all schools, of a perma*
nent record system which will give for each child such data as birth, age
of entrance, complete attendance record, health, physical defects, school
progress (promotion, repetition and skipping), record on school subjects,
and causes for repetition, (b) More health work in schools, (c) Special
attention to slow-moving pupils, (d) More careful grading of pupilsi in
regard to mental age. (3) That entrance at the normal age, rather than
earlier be encouraged, and that rapid progress or flexible promotion be
allowed whenever a pupil is distinctly able to do the work of an advanced
grade.

The Teaching of Recent American History

SoauBazy of a paper read before the Hletory DiTielon of the Oregon .State Teachexi'
Asaociatton, Deeemher 29, 1916, by J. P. O'HARA, of the University of Oregon

Mr. O'Hara dealt with certain economic phases of recent American
history, confining his attention chiefly to a consideration of the passing of
the era of free lands. He referred briefly to some of the more important
influences which the frontier has exercised on American history and pointed
out that these influences may be expected to become weaker as the West
passes further and further from frontier conditions. In particular he de>
scribed how the free lands of the West long aided in maintaining a high
level of wages in the eastern parts of the country by offering an opportunity
for eastern laborers and immigrants to escape from untoward city conditions.
The passing of the era of free lands, he said, showed the American people
the necessity of conserving their natural resources and especially of bettering
their methods of agricultural production. The passing of free lands ic
intimately associated with the high cost of living and a score of othei
practical problems which face the American people. Consequently, the
speaker suggested, this phase of American economic development offers an

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OIUBOOW TmXCBMBB MOMTHI.Y .845

excellent basis for the study of recent American history in the schools because
it touches at so many points the social and political interests of the people
during the past forty years.

The speaker distributed copies of an interesting chart prepared by Dr.
Schafer of the University of Oregon which exhibited in a striking manner
some of the results already observable from the passing of free landa.

Total Avence Total Value of ATorage Per eeat

namber of sise of the areraf e raloe laproTied

of farms. farms. farm. per acre. land.

1850 1,449,078 202.6 | |2,257.84 |11.20 88.6

1860 2,044,070 199.2 8.250.88 16.80 40.1

1870 2,650,985 158.8 2,808.08 17.80 46.8

1880 4,008,907 188.7 2,548.68 18.26 68.1

1890 4,564,641 186.5 2,909.15 21.88 67.4

1900 5,787,372 146.2 2,896.00 19.88 49.4

1910 6,361,592 188.1 5,471.00 89.50 64.4

Commimity Civics as a Prerequisite to the Social Studies

By A. N. FBBMOH, Departmant of Bdneation, Univanity of OrtsoB

Our age is striving to make finer adjustments than those demanded
by our fathers. Democracy, as a type of civilization, is being pragmatically
tested.

Four recent tendencies since 1900 may be taken as illustrative of our
efforts to readjust ourselves to social changes. First, the tendency to
emphasize industrial and prevocational courses in secondary instruction.
Second, making provision for the study of retardation and elimination, or
in other words, the necessary treatment of individual differences. Third,
the tendency to measure instruction by accurate, objective scientific scales
and standards. Fourth, an endeavor to define and organize moral, civic
and social instruction.

Being in sympathy with the view that moral instruction may be realised
largely through social intelligence, we shall confine our efforts to the civic
and social phases of instruction. Our field is that of the 7th, 8th and 9th
grades recently defined by the Junior high school. As the title of this paper
suggests, our purpose Is to emphasize the values of community civics as a
prerequisite to the social studies providing it has in its organisation the
elements basic to all efficient socialization.

The natural limits of this paper will not permit of invoicing our current
and social needs. It is enough to point to the fact that the secondary
school teachers of the social studies have an enviable opportunity to instruct
and train in the rudiments of community welfare a million and a half of
pupils, pupils at an impressionable stage, the high school age. Likewise,
an adequate pen sketch of the recent development of community civics and
its relationship to the rise and growth of the social sciences as a whole is
impossible. We must assume all this, as well as the appreciation of the
fact of social change and evolution, and content ourselves with the statement
that a social view of education presents a permanent problem which, like
the poor, we have always with us; namely, the problem of living together
as democratic citizens. This social problem is usually defined as good
citizenship.

The relation between doing and thinking is implied in the following,
"Learn to do something worth while better by giving thought to the doing."
Generally speaking, education is accepted as worth doing but not as worth
thinking about.

"Education, variously called moral, ethical, civic or social education,
and appropriate to the demands of a democratic civilization inspired with a
scientific attitude toward life has not yet found conscious development any-
where"— such is the statement found in "The Modern High School," edited
by Chas. H. Johnston, from the pen of none other than David Snedden of
Columbia. "It is true," he says, "that the secondary school, the college,
and even the elementary school constantly assert that one of their chief
purposes, not their controlling purpose, is education for citizenship. An
examination of the means and methods employed, however, will disclose the

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846 OBBGOy TBAOPORRg MOIfTBaLY

fact that nowhere are programs or processes consciously and pnrposefull7
adjusted to this alleged end. In other words, insofar as social education as
a name is held by our educational institutions, it operates usually as a
viaion or hope or article of faith and almost nowhere as a conscious purpose
controlled by acientific methods."

Recent mail has brought to my desk Bulletin 1916, No. 28 (U. S.
Bureau of Education) on "The Social Studies of Secondary Education — a
six year program adapted both to the 6-3-3 and the 8-4 plans of organiza-
tion/' by Arthur W. Dunn. This is the long looked for report on Social
Studies promised in 1913 by the chairman. Clarence D. Kingsley, of the
commission of the National Education Association on the re-organization of
secondary education.

The above bulletin contains a program "consciously and purposefully
adjusted" to training for citizenship which it is the purpose of this paper
to criticize constructively. The theory involved in the comments on the
proposed educational procedure will be tempered with practical first-hand
experiences of the writer with a course similar to Dunn's proposed program
taught for three years in a school of 600 pupils organized on the 8-4 plan
in Washington. Also the discussions will be influenced by experiences which
are now being received from experimental work in the University High
School of the University of Oregon, organized along junior high school lines.

The problem to be faced is as follows: Can our educational effort be
80 unified in junior high school; can the training function of the teacher be
so understood; can the subject matter be so chosen, so organized about a
given core and so presented as to realize first, those general, and second,
thoae special efficiencies basic to secondary education? Can we consciously
and purposefully train a democratic type of citizen? An examination of
the content and organization Involved in Bulletin 1916, No. 28, will help
us to answer these questions.

The content recommended by the committee on social studies as stated
in the general plan, page 12, includes such studies as might be made to
contribute most effectively to the purpose of secondary education, namely,
geography, history, European and American, and civics for years seven,
eight and nine, with history and problems of democracy as the content for
years ten, eleven and twelve. The arrangement of these subjects implies
the organization into cycles which it is deemed wise they should posaeee.
The course as outlined is intended to be flexible and possible of a high
degree of differentiation that may be necessary to meet the practical needs
of typical groups of pupils in country or city, east, west, north or south.

The organization of subject matter is adaptable to the 6-3-3 or to the
traditional 8-4 plan of secondary school administration. A choice of three
plans is given: First, the three subjects may run parallel with more or leas
dependence upon each other; second, these social studies may be taken up
in sequence in the following order: geography, history, civics; third, a plan
providing for the introduction of civics one or two days each week along
with geography and history. Independent of the plan followed, the com-
mittee has committed itself to about a year and a half of civics in the first
three years of junior high school (7th, 8th and 9th grades).

The committee suggests that the following elements of welfare be
studied as topics (p. 23): (1) Health, (2) Protection, (8) Recreation,
(4) Education, (5) Civic beauty, (6) Wealth, (7) Communication, (8)
Transportation, (9) Migration, (10) Charities, (11) Correction. In addition
the course may well Include the topics dealing with the mechanism of com-
munity agencies, inclusive of how governmental and voluntary agencies are
conducted and financed.

The aim of such civics is to lead the pupil to see (1) the importance and
eignificance of the elements of community welfare; (2) to know the social
agencies that aid in securing these elements; (3) to recognize and respond
to civic obligations.

Some of the social facts upon which the method recommended by the
committee is based are: (1) The pupil is now a citizen with real present
interests, hence a factor in his group life; (2) having an interest in com-
munity affairs and a more or less acute sense of responsibilityy he will

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<>RBGON TIBACHIBRS MONTHIiT 847

want to know how to act, how to respond to obllgatione; (3) knowing that
right action depends upon information, social intelligence naturally follows;
(4) intelligence implies training and judgment.

As to method, three steps in teaching the elements of welfare are sug-
gested: (1) The approach to the topic which is largely inductive; (2) Given
the topic like health well developed, the agencies are next investigated for
securing this element of welfare: (3) The recognition of definite and well
placed responsibility concludes the class treatment of the subject or topic
at hand. Patriotism, nationalism and world interests are amplified. Voca-
tional enlightment is recommended because of its bearing upon vocational
guidance. Civics is correlated with history. This relation is seen when
community civics is studied in connection with local history. Primitive
history, because of its simplicity, aids in clarifsring communty concepts.

Summarizing, the report says (p. 34), "Community civics is a course
of training in citizenship, organized with reference to the pupil's immediate
needs, rich in its historical, sociological, economic and political relations,
and affording a logical and pedagoglcally sound avenue of approach to the
later social studies."

Brevity demands that we omit the treatment that the report gives to
the administrative features concerning geography and history in grades 7, 8
and 9. also all of part three dealing with the "Social Studies for Years 10-12."

It is in part III where standards — preparation of teachers — and avail-
ibiUty of material are discussed that we find our chief difficulties to con-
scloiia and purposeful effort towards matters of re-organisation of high
school instruction. We repeat the questions asked or implied by the com-
mittee. "Can standards be formulated so that we may have a common
basis for comparison, an.'. . .so that any teacher may put her work to the
test from day to day, or from week to week, and see, not whether it con-
forms to the opinions of some one, but whether it measures up to clearly
recognized criteria?" C&n teachers be adequately trained in the technique
of method and can they come to their work with a broad view of the social
studies rather than with a narrow view of history, or geography, or civil
government? Can teachers be trained in service? Can suitable textbooks be
secured along the lines of this report? The committee has faith that all
these questions can be answered in the affirmative.

We have clearly before us at this stage of our theme: (1) The problem
of educational expert, what the criteria by which the social science content
is to be evaluated? (2) The problem of teacher training institutions, how
improve the teacher's efficiency along lines of scientific method? (3) To
meet real needs, what principles are to characterize our new textbooks for
use in the junior high school?

In the spirit of constructive criticism may we ask, is not the report of
the committee deficient: (1) In not giving an adequate conception and
definition of the field of the social studies? (2) In not pointing out the
elements basic to the organization of community civics and all social
studies? (3) In not contending for a socialized curriculum through the
unity of organization which the group of the social studies gives to the
humanities, on the one hand, and the natural science group of studies on the
other? How long are we going on advocating the socialization of separate
and now more or less isolated subjects, 1. e. English, history, mathematics,
etc. Why a piecemeal program? Vision is essential to the team work of
a high school teacher. Point of view is vital to well organized text material.
Unity, coherence and directness are as important to curriculum building as
to paragraph structure.

You ask how would you clarify the conception of the social sciences?
How would the definition of this field aid in the teaching of civics,
assuming that community civics is a core of Instruction in grades 7, 8 and 9?
The teacher's viewpoint must be enlarged: (1) By tracing the development
of social sciences in their relation to the exact sciences (physics, chemistry,
etc.) ; to the earth sciences (physical and mathematical geography, geology,
etc.); to the biological sciences (zoology, botany and physiology) according
to Comte's reasoning in his heirarchy of sciences. (2) By tracing the rela-
tionships existing between the social studies and their empirical beginnings
as found in the arts and humanities. This being done, the/next^step is to

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348 ORBGOW TlBACHBaW MOWTHliY

show that at least three elements are basic to ciYics and the social sciences.
These elements of necessity reveal two aspects which are complements of
each other. One is objective and reflects society's interest in its own pres-
ervation. The other is subjective and is composed of data of individual
experience, i. e. of human wants and human desires. Dewey has expressed
these two aspects in the following, "What the best and wisest parent wants
for his own child, that must the community want for all its children. Any
other ideal for our schools is narrow and unlovely: acted upon, it destroys
our democracy." (School and Society, p. 1).

We can classify the facts and factors — elements in social welfare as
follows: (1) Physical and geographical influences; (2) Biological influ-
ences; and (3) Human institutional influences, in other words, the influ-
ences of the non-living and the living worlds. The reason for this is found
in the fact that the child as a growing organism is environmentally situated
in the world of nature and in the world of man.

Prominent writers have classified social influences or interests as fol-
lows: physical, biological, economic, spiritual and ideal influences. The
above three-fold division which we have made of our elements, basic to the
social studies suggests an analogy to the growth of the natural, biological
and social sciences. To the latter social science, Bogardus gives a division
of seven parts: (1) Hygienic and eugenic — those influences of health; (2)
Economic — those interests of food and wealth getting; (3) Political and
legal — those interests working for protection against the anti social; (4)
Ethical and religious — the influences of right thinking and doing or life in
its spiritual phases; (6) Aesthetic — ^the interests of the artistic, ornate, etc.,
briefly a recognition of beauty; (6) Intellectual — ^the influences which arise
from the development of mind; (7) Associational — ^those influences which
are the resultants from the action and interaction of mind upon mind.

Our thought is well defined when we point that social science is largely
concerned with associational influences and their embodiment in human
institutions. The activities of a people — human doings however are un-
thinkable apart from their natural environment. It is quite as essential that
man be taught to recognize his partnership with nature as to be taught the
mechanics of government. Why? Because "one set of social influences
seldom operates without assistance from many others." (Suzzallo).

Frances Gulick Jewett has made the biological influences of heredity,
environment and personal development clear in her little book, "The Next
Generation."

The home can profitably be studied in all grades as typical of the five
simpler forms of institutional life, their nature and scope, since "the family
is not a product, so far as we can see, of other forms of association, but
rather it itself produces these other forms of association. The family, in
other words, is not a result of social organization in general, but seems
rather to antedate both historically and logically the forms of social life.
It is not a produce of society, but it itself produces society." (El wood.
Sociology and Modern Social Problems).

The field of the social sciences, dealing with the organization and de-
velopment of human society and with man as a member of social groups
may, as Dunn's report suggests, include simply geography, history and
civics for junior high schools, but whether the content be civics or civil
government, industrial or political history, commercial or poltical geography;
domestic or political economy all must bear the pragmatic test of efficiency.
We are of the opinion that the term social problems rightly understood is
adequate for high school use. Academic terms are well enough in the mind
of the teacher, provided, the essential viewpoint is not clouded thereby.

"Our schools are troubled with a multiplication of studies each in turn
having Its own multiplication of materials and principles. . . .some clue of
unity, some principle of simplification, must be found." (Dewey). Team
work — cooperation among teachers must begin in high school if educational
effort is to be unified. All teachers, whatever their specialty, must possess
a comprehensive view of the curriculum as a whole, inclusive of the place and
function of the social science group.

One cannot always be a hero, but one can always be a man. — Goethe.

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A Plea for CommoD Vital Aims and Fanctioning Results in

the English Work

9j OrXrt B. DTAB» Bngmt, Oregon

Without thinking much about it we who are conducting the work of
the BngliBh departments in the high schools have accepted the place as-
signed to us in the curriculum as a traditional inheritance, and have pursued
tbe methods of teaching with w^ich we became familiar when we were in
high school ourselves. But let us pause to inquire: "What is this that we
are doing? Is it the best thing to do? What do we hope to accomplish by
it?" Our problem is concerned with two subjects — literature and composition.

The study of BInglish literature in American high schools is a develop-
ment of the last thirty years. It had its origin in a discussion, which became
current following the publication of an essay by Charles W. Eliot wherein
he pointed out that a few high schools were then giving a very little training
in the reading of literature, and that many high school were giving no such
training, and which led to the introduction of a prescribed list of books to
be read in high school as a requirement for entrance to a group of New
England colleges. Originating in this manner the first methods of teaching
received the impress of the classic learning of the colleges of a generation
ago, and an impulsion in the direction of formal treatment which became
perpetuated in formal habits of literary criticism, in the habitual choice for
study of a formal body of subject matter, and in a formal code of pro-
cedure, the validity of which has until recently remained unquestioned.
These formalities have consisted in the conduct of dissecting clinics and
autopsic investigations upon the body of certain "classics" chosen because
of their superior qualities, or because of their importance in the history of
English and American literature. The analysis has been upon style, struc'
ture, metre, figure of speech, allusion, and the like, accompanied, more often
preceded, by a biographical study of authors under the guidance of a text-
book in the history of literature. Classic texts in literature have been
prepared by classic scholars who have contributed learned commentaries
for the front pages wherein the student's thinking has been done for him,
and copious annotations for the back pages in the minute analysis of
thought, line, phrase, and word, wherein every obscurity is sought to ,be
disclosed, every allusion painstakingly traced to its sources, and every
irregularity exposed with extreme nicety and care. Following the study of
these texts with the work all done for us we invariably require the student
to write a nice little "essay" or "composition" purporting to be in original
analysis of the subject matter, or in original estimation and contrast of
human character, but which always come up to us in phrases and terms
"conned" from the commentator.

In the work in composition we have also unfortunately placed the
emphasis upon the formal, as distinguished from the vital. Books and
methods still widely in use are framed about the notion that the major
concern of high school "composition work" is the rhetorical, that of turning
the student's attention to his mental processes in composition, as distini-
guished from the content about which those processes are concerned; that
is, he is started off with definitions of "unity," "coherence," and "em-
phasis," sought to be encouraged by having his attention drawn to distin-
guished examples of unity, coherence and emphasis, and then assigned to
the work of producing a paragraph or composition which gives evidence of
unity, coherence, and emphasis. In like manner do we require the student
to begin with a topic sentence and then develop his paragraph from that
topic sentence by way of "repetition," "specific Instances," "comparison,"
"contrast," and the like. The student does not naturally think "rhetorical
forms;" neither do we when we are doing our writing, but they are our
standards of judgment for him. The student is absorbed in things, in
people and their doings. He is not likely to be primarily concerned with

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850 OREGON TBACHBRS MONTHIiT

forms of thought. On the gther hand we teachers are absorbed in the
manner in which the student expresses himself and we are inclined to over-
look the vital subject matter.

This is what we have beea doing with literature and composition in
the high school. Is it the best thing to do? Most teachers are prepared
to admit that it is not the best thing to do, and that the conventional methods
have been a good deal of a failure. Responsible as the colleges have been
for giving these characteristics to our teaching, they now fortunately, are
no longer satisfied with what we seem able to do in the high schools, and
the "freshman and his Bnglish" subjects us to much caustic criticism and
ridicule. Business and professional men to whom we are sending our
graduates as stenographers, typists, and office assistants are far from beins
satisfied with what our product is able to do. The pupils themselves have
never been satisfied and have persistently, wantonly, it has seemed to us,
regarded Bnglish courses as dry, uninteresting, and unprofitable. In the
past few years teachers, individually, have sought to "do something about
it," and under the alluring doctrine of "creating interest" have introduced
this and that innovation in this and that manner, seeking to put *'lite" into
the English work. Current issues of educational publications abound in
description of devices for giving sest and variation to the English work.
Many, perhaps all of these, offer valuable and helpful suggestions, and the
teacher in whose breast this, that, and the other innovation strike a respon-
sive thrill, adopts one or more of them; but we have not all adopted the
best of these devices; there are as many different oplntoas as there are
different devices; and we ourselves lack unity, coherence, and proper em-
phasis in common aim and method. Shall we say that "It all depends upon
the individuality, or personality, of the teacher," or shall we seek some more
satisfactory and comprehensive solution? Can we not find a basic, rational,
definitely acknowledged, common aim and commonly recognized functioning
value for our work in the common-sense processes of the socializing, adjust-
ment-making secondary education of today and tomorrow?

I^et us first answer the question, "What do we reasonably hope to
aecomplish in our work?" with the further question, "Who is this whom we
are preparing for graduation from high school?" Is he a literary critic-to-be?
Is he a writer-to-be of literature? Is he a poet-to-be? Is he an essayist-to-
be? Is he even a good editor or newspaper reporter-to-be? He is no one
of these! If he hopes to be any one of these he will find a way to go to
college or the specializing school to prepare to be it! But as the high school
graduate he is Tom, Dick, and Harry, Mary, May, and Myrtle, two out of
every hundred of whom will be professional writers doing newspaper or
hack work, and considerably less than one of whom will be writers or critics
of literature! Perhaps ten or fifteen in a hundred will have occasion some-
time in their lives to write for publication; about forty in a hundred will
write papers for missionary meetings or women's clubs, or reports for stock-
holders' meetings or governing bodies; the rest of the hundred, practically
half of the whole number, will be writing business correspondence under
dictation or upon their own initiative concerning the shipment of goods,
offering merchandise for sale, or fixing a price, or arranging a contract.
Let us not then assume that we are making writers or critics of literature
out of any considerable portion of our high school pupils. Our student is
one who is going out into business and the professions to become an articulat-
ing unit in the work-a-day world, and the recognition of him as such must
constitute the common viewpoint which must form the basis for our com-
mon aim.

How then shall we prepare him for this presumably inconspicuous, yet
important function? How shall we make our English teaching "go to the
mark" in the sense that It will be of real service to him in real life? These
are questions involving considerations of both aim and method, hence the
discussion that follows will correlate aim and method. They have to do
with both subjects with which our problem Is concerned, namely, literature
and composition; and since aims and methods in literature are radically
different from the aims and methods in composition, and should have sepa-
rate places in the administration of the curriculum, the two subjects will be
considered separately in the discussion that follows:

In the past few years constructive criticism solidly grounded upon sound

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OBBOOIC TgACHBRg MOBTTHIjY 851

reasoning has built out into the current of conventional theory and practice
In secondary education Jetty structures that have served to swerve It from
the traditional channel of "mental discipline" as a primary aim to the new
and deeper pathways of "socialisation," or those alms and methods whereby
the individual is adjusted to those elements of his environment that are of
concern to him in modern life. The result of this constructive work has,
in a constantly increasing measure, served to bring a larger part of that
great "inland empire" of individual native abilities and possibilities into
closer contact with the great "world's work" without, so that we are now
beginning to see moving out upon the better directed current of the new
channel individual students who, by reason of the new vocational and social-
ising aims and methods, have had their powers so developed and rationally
trained that they are able to make proper and efficient use of them in
business life, in the vocations, and to some extent in the professions. The
constructive criticism mentioned has been that of conceiving education as
being the process of adjusting the individual boys and girls to a working
relationship with their environment, and that of finding such values in the
subjects in the curriculum that pursued will result in the acquirement of
"knowledge that will function," and habits of thought and action that will
"get to the mark" in life employments. Aims and methods must stand or
fall under the exacting demands of these requirements.

Our subject of literature, then^ must have adjustment-making Values.
What are they? They must have to do with things that are of concern to
na in modern life, but any things that are of concern to us in modern life
are more than ways and means whereby we make a living or a "mark" in
the world. We are concerned also with our avocations, our habits of harm-
less enjoyment, and personal culture, and these come through the develop-
ment of intellectual and aesthetic appreciations, tastes, ideals, and interests.
We are concerned with gettting on pleasantly with our fellows, and this
becomes possible through the development of sympathy and toleration,
reliability and integrity. It is at the invitation of these demands that the
study of literature has its "inning." No longer does anyone not hopelessly
moored to the barnacled and rejected doctrine of mental discipline as a
primary aim insist that literature must be read with an encyclopedia at the
reader's elbow, or that parsing exercises must be made of the classics.
"Literature is the body of written truth about life"; "Literature reveals the
ideals, patriotic, social, domestic, religious, which the race has cherished
in the past, and which democracy needs now more than ever before." If so,
why not teach It as such? Most of us now do, but now and then there bobs
up from the conscientious mind the annoying suggestion that we may have
broken too completely from the past, and that we ought to "make" the
students do this, that, or the other sanctioned by historic precedent of
the kind heretofore described. But let us not be troubled! Do we not
want the student to enjoy his work in literature now, so that when he
passes out from us he will retain a lasting liking for, at least a predisposition
in favor of, things literary. When a Shakespearean drama comes to his
town we want him to go and see it, do we not, prompted by the pleasant
memories he retains of the work he did in high school classes in the study
of the production? We want him to want to have and use a set of the
Harvard Classics in his home, do we not? We want him to acquire the habit
of picking up a bit of good poetry or prose in current literature as it appears
in the magazines and reading it for enjoyment, do we not? We want him
to be sympathetically familiar with the leading essayists, story-writers, and
dramatists of the day, do we not, as well as have a conversational familiarity
with the classic authors? In short, we are agreed that we want his appreci-
ations of good literature to be a vital part of his every-day living. Then in
the class room we shall see to it that the pupil learns of the truth about life
through literature, that he thinks and talks of human strifes and emotions
as presented there, of the relation of these strifes and these emotions as seen
in the characters of literature to his own individual experiences and his
probable future experience, in a manner that emphasizes the fundamental
moral and spiritual values, rather than that "Shakespear's later plays have
more light endings than his earlier plays," or that Macaulay was fond of
liyperbole and antithesis. We shall induce him to analyze and discuss faulty
motives and perverted ambitions, rather than how to detect .«ye^ /^faulty

852 ORBGON TICACIMSBS MOBTTHl^Y

accent or to memorize the rhyme scheme of a sonnet by combinations of
the letters of the alphabet. These are the values and alms that should give
a vital place to literature in our curriculum.

But we can go too far in prescribing exact method for the teaching of
literature in high schools. The treatment appropriate to one piece of
literature is unsuited to another. If we are seeking to give stimulus to the
appreciation of literature we find that we have several forms of natural
reactions which have to do with appreciations; namely, reactions to content,
reactions to form, reactions to rythym, and to some extent, perhaps, in the
high school, such reactions as correspond to an appreciation of style. No
teaching of literature in the secondary school can be all of one type. Any
method which reduces the study of the classics to rule and formula is the
very thing that we are trying to get away from, but we should have the
common, leading aim which we should keep before us, whereto we may
adjust relative interests, and whereby we may evaluate the things in any
particular piece of literature with a view to getting the best results with a
given group of pupils. What we must remember is that we are studying
and reading literature, not so much about literature; that we are training
the mind of youth to the appreciation of literature, not to memorize, facts
in biography or the history of literature, except to the extent that knowledge
of an author's career or personality, or the conditions of the time in which
he lived aids to the understanding of the particular selection given for
reading. Texts in the history of literature should be used in the back-
ground for reference work and oral report in class. They should not have
the leading place we are wont to. give them. Nothing should be allowed to
obscure the idea that it is the work, and not the worker that is essentially
vital.

Now as to our alms in composition, better called expression. This
subject again takes us back to our answer to the question, "Who is this
whom we are preparing for graduation from high school," the answer to
which we are obliged to admit is, "He is one who is going out into bnsin«:^s8
and the professions to become an articulating unit in the worka-day
world.'' Here, then, our aims are intensely practical. Our student must
acquire a correct, vigorous, efficient use of the vernacular. Let us further
inquire into the need for this aim, with some discussion of methods.

A question directed to any, business or professional man who employs
office assistants as to what is the matter with high school graduates will
get the response that they do not know how to use the English language
that they cannot spell and punctuate correctly, and that they cannot be
trusted alone with a business letter. They leave the high school unprepared
to do the things that they will most likely be called upon to do. The few
apparently simple things they ought to be able to do they cannot do. It is
a good deal the fault of the student himself, no doubt, and yet it must be
our fault to a considerable contributory extent. The situation is not neces-
sarily discouraging, but, first having a definite, practical aim, we must have
a more rational and definite method. This demands that our study of
expression be separated from the study of literature — as is now recom-
mended in the course of study recently published by the National Council
of English Teachers. The time-endorsed method of three days a week for
literature, and two days a week for composition has no valid sanction. The
"composition days" disturb the continuity of the studies in literature, and
the "piecemeal" methods so abnoxious can hardly be avoided. This time
division also prevents that continuity and persistency in the composition
work which permits sustained and progressive attention fo a particular aim.
which results in sought-for habits of thought and action. The alternate
semester method endorsed by the National Council no doubt will be found
to be the most satisfactory, but it may be done by way of alternating six-
week periods with good results. Any shorter period than the latter invites
"lost motion" and denies permanent results.

More particularly as to the administration of the course of study the
next step in standardization In Oregon should be a standard course in the
vernacular from the first grade through to the twelfth, wherein definite
continuities and correlations are provided for, with repetitions of intensive
drill upon the essentials at definite intervals. Under such a system the child
who removes from one district to another in the state would not suffer dia-

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OHBGOlf TBAOHBR8 MOlfTHLY 858

turbance in the essential continuity of his work in grammar and composition.
In the high school division of this twelve-year course the first semester of
the Freshman year should be devoted to a review of the essentials of gram-
matical form presented inductively; that is, the pupils should be given
practice sentences with blanks calling for the insertion of the nominative
or objective case of pronouns, the singular or plural of verbs, the use of
shall or will, and the like, leading to a recognition and statement of the
reason for the proper use. Analysis or diagraming of sentences should be
done insofar as it leads to a proper understanding of the relationAip oT
words that determines case and the need for punctuation, enables the
student to visualize the sentence, and gives him a standard whereby to
judge the grammatical correctness of new word combinations with which
he will be from time to time confronted. Similar work should be definitely
and comprehensively repeated in the first semester of the Junior year, and
a^ain briefly in the last part of the Senior year.

In the work of written expression we should no doubt give attention
to matters of paragraph structure in a considerable degree, but the study
of the paragraph should not begin with definitions of what constitutes unity,
coherence, and emphasis, but just as the newer science texts are beginning
with practical references to, and explanations of, the phenomena of the
Immediate environment of the pupil, leading thence to a recognition and
statement of rule, law, and definition, so the work in written expression
should begin with the subject matter that interests the student in his
immediate environment and lead to a recognition of form. We must first
give the student something to express, and an opportunity to express himself,
and then be interested with him in the subject matter to which he gives
expression. Let him write upon vocational topics, industrial topics, how-to-
make-and-do-things topics, topics from leisure interests and student activ-
ities, topics in other school studies, current biography of successful men,
news of business and science, and such othe^* things as he may find of
interest in the literary publications. Give him subjects that require investi-
gation and report, not accounts of his vacation and his camping trip, for
npon the latter the teacher cannot check for truth. Let us give attention
to form, style, and structure so far as it is necessary to the statement of
trath, to the statement of accurate observation, to the statement of narration
that is clear in its sequences, to the judicious choice of the important, and
the careful elimination of the unimportant, concerning some subject pre-
ferably with which the student is not familiar at the time of the assignment,
bat that requires investigation calling for the exercise and development of
his power of accurate observation, his power of judicious selection, and his
power of seeing truth, with the emphasis upon truth and accuracy.

A great help to written expression is a much neglected form of English
work, namely, that of oral expression. Most people employ oral expression
much more frequently than they do written expression. Examples of the
need for the training in oral expression are found in many forms of voca-
tional activity, conspicuously in all forms of salesmanship, and particularly
in the dictation of letters. The young man in business should be able to
approach another man in business and in an alert, straightforward and direct
manner "say something" adequately and to the point. One full semester
of this work conducted under the direction of an enthusiastic and competent
teacher for every student in high school would go far in the direction of the
results we are seeking. The work overcomes self-consciousness and embar-
rassment, develops self-control and poise, and "tones up" the whole de^
meaner and bearing. It is exceedingly valuable in the "appreciative study"
of the classics by way of directing the mind of the student to a recognition
of the necessity for, and the value of, vigorous and interpretative reading.
Conducted in connection with the work in written composition it is of great
value in bringing to the attention of the student the correlation between the
written and spoken vocabulary. A very good way to do is to make the
investigation assignment for oral report first, insisting upon an extemporane-
ous report made from a carefully prepared, brief outline. It will be found
that the ability to make logical and climactic arrangement of thoughts can
be developed. Follow this with written work upon the same subject matter,
and it will appear, if the outline for the extemporaneous speech has been
logically prepared and developed, that the transfer of the thought Jtpi written

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854 ORBCOiy TgACHlCm MOIfTHl.Y

expression will give surficient evidence of unity, coherence, and emphasis,
concerning which latter three things so much time is now helng consumed
from the approach of definitions.

But complete success cannot he had in the work. with the vernacular
until we get the cooperation of other teachers for the discouragement and
intolerance of the garbage, scrap-can English so commonly employed by
the pupils in their recitations. The requirement that pupils make answer
to questions in complete sentences is one which is beyond our control as
English teachers outside of our own classes. This responsibility is the
principal's, a part of whose business should be to see in visiting class rooms
that the proper standards are maintained.

An employer of office help recently said to me that his greatest diffi-
culty with employes of the high school graduate's age is to find those who
are not continually waiting to be told what to do, but who have Initiative
enough to seek out or think up work to do. Perhaps our high school methods
of the past, now being gradually discarded for better, have contributed to
this unfortunate typical situation.

May not we English • teachers, therefore, recognize a common aim in
our work,* and to a large extent a common method? May we not so evaluate
our work that we may more successfully do our part in "adjusting the
individual high school student to those elements of his environment that
are of concern to him in modem life, and developing and training his powers
so that he may make proper and efficient use of them?" In short, let us
give him knowledge that will function, and habits of thoagnt and action
that will get to the mark in life employments!

The Oregon Council of English Proceedmgs

By BOSA B. PABBOTT, Secretary

The 1917 meeting of the Oregon Council of English, held in conjunction
with the State Association, was the most successful in its history and much
credit is due to President Ernest S. Bates who prepared the program. Many
excellent papers were read and the discussions showed that all were inter-
ested in English in a constructive way. The meeting augured well for the
future of English instruction in Oregon.

The papers given will appear in full in this magazine, so I shall not dis-
cuss them but shall mention only the English problems brought up by these
papers which were referred to a committee consisting of Dr. A. P. McKinley,
Lincoln High, Portland; Miss Viola Ortschild, President Grade Teachers'
Association, Portland; and Miss Rosa B. Parrot t, head of English Department,
Oregon Normal School. This committee is to investigate the following
problems and report at the next meeting: The advisability of separate
teachers for literature and composition; the practicability of separate semes-
ters for literature and composition; the advisability of a definite cumulative
course in English for the grades; a plan for making the grade examinations
in English more stringent. They were also to investigate and report on a
resolution submitted that all candidates for a teacher's certificate be re-
quired: (1) To master the rudiments of a foreign language; (2) To have a
working familiarity with prefixes, suffixes and one hundred roots from the
Latin; (3) To master the sentences by daily work, both analytical and con-
structive, covering the period of a year and based upon some text of a
difficulty equivalent to Caesar.

The council hopes by investigations and reports such as these to raise
the standard of English instruction and to make it more practical.

The Local Council instructed the secretary to Invite the National
Council to meet at Portland in conjunction with the N. E. A. The secretary-
is happy to announce that the invitation was extended and has been accepted
by the National Council.

The 1917 meeting closed with the election of the following officers:
President, Miss Mary Perkins, University of Oregon; First Vice President,
Miss Viola Ortschild, Portland; Second Vice President, Miss Brunquist,
Hood River; Secretary-treasurer, Miss Rosa B. Parrott, Oregon Normal
School; Member at Large, E. P. Carleton, Assistant State Superintendent;
Executive Members, M. G. Merrlam, Reed^ and Professor Berchtold, O. A. C.

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Dramatization in the High School

By ROSA B. PABBOTT, Ortgon Nozmal School; Domonitrated by a /Oro«f of Btndoato
from Oregon Normal School

Dramatics in the high school have been the subject of much discussion
recently and, because of its popularity and practicability, I am going to
discuss a phase of It which I have found most helpful in my work and
designate it as ''Dramatization in the High School." Dramatics, as pre-
viously stated, have been long advocated for high school work as has
dramatization for the primary grades; but I believe there is a type of
dramatization that can be used most advantageously in the upper grades
and high school as well as in the lower grades. This is book dramatization.
By book dramatization, I mean the reading ol the lines from the book
instead of memorizing them. The advantage of this is that it allows more
dramatization than could possibly be done if the lines were memorized. I
advocate the production of, at least, one play each year staged, costumed
and memorized. This is about all that can be done if you do memorize the
parts. One play, however, is not enough to get results. Students must
appear before their mates many times before that "wigglesome self-conscious-
Bess" is eliminated and poise gained. Pupils should also impersonate many
different types of characters. These things cannot be done if only one play
a year is given, but they can be done if you dramatize several productions
wholly or in parts.

I am not going to discuss the many values of dramatization, for, if I
did, I fear you would get the impression that I find it a panacea for all the
ills that beset the overworked English instructor. I am going to mention
one, however, in addition to those already suggested. It creates a love for
good literature. This alone should recommend it to all English instructors.
Tou will recall that the committee appointed from the National English
Council and the N. E. A. to investigate the "Condition of English Instruc-
tion," emphatically reported that the greatest work of the English instructor
was to create a loVe for good literature; tacitly implying that we were not
accomplishing this work. Did you ever hear a student say, "I hate that!
We dramatized it in high school." But have you not often heard students
say, "I hate that! We studied it in high school."

All selections studied cannot be dramatized, as many of them have no
dramatic qualities; but select, at least, two each semester that can be
dramatized wholly or in parts. There are many methods used in dramatiz-
ing, all of which bring results more or less satisfactory. I shall, however,
briefly outline the method I have found to be the most practical.

The production should be taught first, so the student has a knowledge
of it as a whole. Here, as in dramatizing it, many different methods may
be used, so shall leave it to the individual teacher to select her own method
of procedure. After it has been taught, select the chapter, act, stanca or
part you wish to dramatize. Caste it and have the students read the lines
at their desks. If you think it necessary, let some one read the narrative
and descriptive parts, as these often give the setting, costumes and action.
(This is not always necessary, however, as the students get this from their
study of the selection as a whole.) After the parts have been read, discuss
the staging, costumes and action. The students should be familiar with the
location of the scene, the apparatus necessary and the costumes and customs
of the age in which the scene is laid, in order to get the atmosphere of the
production. We, however, in this type of dramatics use only the simplest
apparatus and no costumes, but lay particular stress only upon the acting
and speaking. Because of its Importance bits of the action are frequently
worked out by individuals in the class before the caste appears for its per-
formance. For example, the bowing of the attendants before King Arthur
and the kneeling of the suppliants should be demonstrated. Even after
this has been carefully done and all parts fully discussed, don't expect a
perfect performance at the first presentation. I would suggest, however,
that after it has been given once, you either recaste it, or let the same actors
present it again, after you have discussed with the class where the acting
might be Improved. Then, if time permits, let a third group ^ive it. This

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356 ORBGOlf TBAOHgRg MOimBg.Y

presentation should be fairly satisfactory, but remember we are not working
to develop stars but for a better understanding and a greater appreciation
of the selections studied and poise for the student before an audience. I,
have no hesitancy in asserting that these results are attained if dramatisation
is engaged in systematically.

As I have suggested, many of the selections read cannot be dramfitixed
at all, others only in parts and a few as a whole. The program, as the
story-teller who gives the connecting links between the scenes is frequently
called, is of great assistance in those productions which can be dramatised
only in parts. It is a modernized Greek chorus. She is invaluable if you
wish to dramatize for exhibition work, as she can give the parts of the
story that do not lend themselves easily to dramatic interpretation. In the
class room she is not so indispensable, as the students know the parts
omitted from their previous study.

In closing I wish to ^y that the productions given in the State Course
for High Schools that I should advocate for dramatization are: "Gareth
and Lynette," which we are going to use this afternoon to denvonstrate this
work; scenes from "The House of Seven Gables," selections from the "Iliad,"
parts of the "Gold Bug," Peabody's "Piper," parts of "Beowulf," "Robin
Hood," parts, if not all, of the Shakespeare plays studied; parts of "Pil-
grim's Progress," scenes from "Robinson Crusoe," scenes >>from the "Vicar
of Wakefield," parts of "Marmion," scenes from "Ivanhoe," "The Pied
Piper of Hamelin," parts of "Silas Marner," "selections from "A Tale of
Two Cities," parts of "Treasure Island." This is a splendid list to select
from and I hope every high school teacher in Oregon, who has not, will
take advantage of the opportunity to present, at least, one during the spring
semester.

(At the close of the talk two scenes from Tennyson's Idyll "Gareth and
Ljmette" were given by the Normal students.)

English with Engtish Left Oot

By JULIA BUBOESa, UniTardty of Oregon

The challenging phrase of our title may arouse question and doubt.
Is English left out? What is this English, which, we aver, is left out?
In answer we inquire: What is French? What is German? What are
Greek and Latin? Languages, all of them. So with English; it too is a
language, not primarily a body of thoughts expressed in literature.

It is as a language that we wish to consider it. May there be a course
in so-called English in which the language receives far less than its share
of attention? What would a course in Latin be without a discipline in
Latin grammar? What would a course in German be without study of the
construction of a German sentence? What would a course in any foreign
language be without a technical foundation?

The ultimate purpose of a language course may be to enable the student
to read the literature of that language understandingly, or it mikty be to
qualify him to converse and write fluently. The purpose of English is to
accomplish both these ends. Neither aim can be satisfactorily attained with-
out technical training; and this is especially true of the latter — ^the power
to converse and write. The power of expression is a fine art. Like every
other art it has its technique. Unlike every other, it is often regarded as
easy of acquisition, requiring no basis of scientific information, no tools ,and
no drill in using them. That this universally needed but difficult art re-
quires laborious, long-continued language drill, and that it should receive
more of such drill than it now does, it is the purpose of this paper to brins
out. "By their fruits ye shall know them." Is English — ^the mastery of
the English language — left out in so-called English courses? The fruits
seem to indicate that in considerable degree it is.

Among the ninety freshmen whom I attempt to instruct in English
composition, and who are quite representative, about thirty, or one-third.

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ORBGON TBACHISRS MONTHLY

are commonly guilty of what is known as the sentence error. They write,
with entire statisfaction, to themselves, the following as sentences:

1. Participial phrases as: "The music heing furnished at first by a
victrola"; "Not even attempting to delve deeply into the subject;" "The
belts being double"; "One of these medals coming from France."

2. Relative clauses, as: "Which looked more like a devil than a ghost."

3. Clauses beginning with while: "While Washington was well ac-
quainted with the Indians."

4. Part of a compound predicate: "And forced her J:o stop warfare
against merchant ships."

Several students are likely to write five or six such incomplete sentences
in a paper of three hundred words. These thirty students run jauntily on
over the barriers of independent clauses and sentence division, as in the
following, written without any punctuation whatever: "It's very easy to do
that anybody can but offering something better in place of that is not so
easy." "At last they were to the O he started to paint it." "About 2 per
cent is direct interest the rest goes toward lowering the principal." "I
knew there was no getting out of it so I ceased."

Often a comma is made to serve the purpose of the necessary semicolon
or period, as: "Bill assured them that the team was in good condition, in
fact he said — " etc. "We hear people say 'Pres. Wilson kept us out of war/
is this true?"

Instances of the "comma fault" are the most usual of all the errors
in sentence structure, and arise from a failure on the part of someone to
realize the imperative need of imparting a knowledge of fundamental prin<
ciples of punctuation, especially the use of the semicolon to mark off inde-
pendent clauses in the same sentence.

Other mistakes in punctuation are rife. One would say that the use of
the interrogation point is nearly unknown, from the infrequency of it after
such a question as, "What is it to study." "Wilsons Internal Policy," or like
expression, is rarely accompanied by apostrophe to denote possession. Re-
strictive and non-restrictive ideas are seldom distinguished. From a desire
to be thorough, a student will write: "Thus, only those, unfit for labor;
children and decrepit old people — ."

Too much punctuation is as bad as too little; just enough is of incal-
culable value. It is my full belief that two reasons account for the hopeless
chaos or the great void in students' papers in the matter of punctuation.

One reason is that there is abroad a notion that punctuation is a small
matter, that much attention to it is "sissified." Teachers even are heard
to say that they do not like a page "peppered with punctuation." Neither
does any one of the strongest advocates of the study of punctuation, if b>
such a remark allusion is made to an indiscriminate, unmeaning use oi
points. Yet any page of dialogue in the Saturday Evening Post will exhibit
a liberal and yet wholly correct and inevitable peppering of commas and
quotation marks. If the teachers and students who believe that punctuation
is going out of fashion, would take the trouble to read with critical eye ten
pages of any book put out by one of the best publishing houses, they would
find that their belief was error. Certain changes of usage are taking place,
but they are minor changes.

The other reason for poor punctuation is very different. It is ignorance
of the principles of construction of the English sentence. Punctuation serves
to indicate structure. How can the student indicate something which he
does not know? The average student has a very vague idea of the differ-
ence between a dependent and an independent clause, does not know a noun
clause beginning with "that" from a relative clause, and cannot distinguish
restrictive from non-restrictive clauses or phrases.

Punctuation can be taught, if students have a knowledge or are given
a knowledge of grammar, and if teachers believe it worth while to have them
taught this art.

That students do not, however, have a satisfactory working knowledge
of grammar, so far as clauses are concerned, has been shown by examples
already given. There is equal ignorance of usage in matters not affecting

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858 OREGON TBACHBRS MONTHLY

punctuation. Pronoun reference is very generally bad: "Charles E.
Hughes, republican nominee for president of the U. S., which expires in
1920." "Every one, before they see fit to go Into business — ."

Pronouns shift from first person to second, and to the impersonal
"one/' within a paragraph. Misrelated participles are thick as blackberries:
"Knowing that narcotics are injurious, laws have been passed."

Verbs fail to agree with subjects, and verbal forms are often a hodge-
podge, as: "If this teacher had have taken time to have washed the
windows — " which is often varied to "had of taken time."

Connectives are misused: "It looked like O. A. C. had a fine team."
The student blithely writes: "Most all of us"; "quite a ways"; "Being that
this is the case." Even his reading is inaccurate, for in reproducing it he
says, "Bengal is a providence of British India"; and speaks of "Wilson's
policy of meditation" (mediation) "in Mexico." One would naturally form
the conclusion that the student, to use his own words, "never got to go to
school, but very little." And one quite agrees with the girl who complains
that "These people are too illiterate for health."

What is the cause for this illiteracy? It would be hard to say, but
certain it is, the illiteracy exists. A report on preparation in English was
called for from the students recently. One student diagnoses her case as
follows:

1. I attended High School, before entering the University.

2. English was my major subject. I had four years of Composition
and Literature in the above mentioned preparitory school: (a) The Fresh-
men year was devoted to composition, with the exception of one or two
poems, (b) The Sophomore year was a study of principles of style in
Composition and Literature, (c) The Junior and Senior years were all
devoted to literature; all English courses were five hours.

3. Nature of work in Composition: (a) In composition classes: As
I remember a theme was required every two weeks, with a choice of subject
being given. My themes were descriptive, as I can remember. Of our
vacations, and the like. These themes were read before the class and
criticized in the class period. If they were good nothing was said, and
very little If they were not, we were given a grade and never thought any-
thing more about our papers. There was no revision of papers required and
that is why I am having such a disgraceful time now.

4. In Composition, Literature classes — (a) When we were studying
such books as Dickens' "Christmas Carol," a character sketch was usually
required. We only wrote one theme for a book like this. Our grade was the
most important criticism we could receive. These papers were usually
handed back, but nothing was ever marked so the pupil could find his
mistake. There was no revision required. My last year of High School
English was entirely "Literature." A certain number of books had to be read
and a book review of a certain number of words was required for a passing
grade.

As I look back and see how little we knew of the fundamentals of com-
position and how much we need this kind of work In our everyday life it
seems almost unbelievable.

Another student says: "Criticism was poor and indefinite. Never
revised anything — merely looked over criticisms if I happened to have time."
Another says: "The themes would sometimes be handed back with cor-
rections, and other times not even returned. I never had revised a paper
until coming to the university." Another: "The themes we wrote were
not corrected, if I remember rightly, except when they were read in class.
I do not remember of revising or rewriting a single theme, no matter how
poor." Another says: "Through the whole course no especial emphasis was
laid on English composition; it was neglected more than anything else."

About one-half the .students whose reports were examined, stated that
they had never made revisions on papers in high school work. Many said
that class discussions were all the criticism given; some expressed opinion
that drill in sentence structure was insufficient. One student said that
papers were marked with following general terms: "Good," "Could be
better." "Be more careful," etc.

Prom the alarming ignorance of correct usage exhibited bv the students'
work, and from the testimony offered by various students \t would appear

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ORSOON TBACHBRS MONTHLY 859

that greater efforts should be made somewhere to secure correctness of
expression among entering university classes. The university should not
be compelled to teach elementary grammar. Unless these efforts are made
and made successfully, it may be necessary, however, for the university to
institute classes in sub-freshman work which shall be required of all students
failing to pass a thorough entrance examination in grammar, but for which
no credit shall be given.

But this is the suggestion of a palliative only. Better preparation
should certainly be shown by entering classes. How can it be attained? And
how can the university be assured of it?

The answer to the first question is, it can be attained through separate
instruction in English composition under teachers who are specially prepared
to do the work, who care for the work sufficiently to give patient toil to it,
and who are allowed time for the examination of papers and for conferences
with the students — with the poorer students at least. I believe that approxi-
mately one-half the time of the four years in English should be given strictly
to composition, whether in the combined composition-literature classes or in
special courses. It might be well for one of these courses, if given separately,
to be required in the Junor or Senior year. Subjects for themes should not
be exclusively taken from literature, but should often require the organiza-
tion of material derived from observation or experience.

Above all, teachers of English composition need special fitness for
their work, and should not be chosen without special recommendation for
that work. It does not follow that a lover or interpreter of good literature
Is a safe qulde in composition. Composition requires a painstaking attention
to detail, as well as an appreciation of literary effect. One must care a
great deal for the ideal of correct expression and for the students' good, to
see any reward for the hours of toll Involved.

And here I wish to say that the correction of papers is, to my mind, an
absolute essential. Criticism of oral English is most helpful to the student
in regard to his thought, his organization of material, his qualities of interest
and force, his use of illustrations, his general choice of words. But the
kind of error shown in the examples quoted, cannot be combatted in that
way. It is impossible to stop the student every time he is guilty of wrong
pronoun references, and require him to correct his mistake. He cannot
recall, probably, his exact words, even a moment after he has spoken them.
The teacher also finds it difficult to recall them. The recitation must not
lose unity by frequent interruptions. Detailed criticisms at the end are
practically impossible. And yet these minute criticisms are exactly those
needed, and the minute excellences are those that mark the master of style.
Careful correction of many papers, and revision of many, If not all, are, I
believe, necessary.

I would not leave this point of the subject without making acknowledg-
ment of the genuinely excellent work done by many of the English teachers
of the state. In speaking of university freshmen I have deplored the sub-
merged one-third — ^the illiterates. It is true that there Is a superior one-
third — ^the well-trained — who testify to well-planned, thorough courses of
instruction. It is also true that the way of the composition teacher In the
high school is beset with difficulties, and that the accomplishment of ad-
mirable results under the conditions that prevail, merits the warmest
encomium.

How can better preparation In English composition be attained? we
have been asking. And now, how can the university be assured of this better
preparation? By the complete segregation of composition from literature In
the matter of grading — we would answer. The study of composition is the
study of an art, with some basis of science. The study of literature is a
study of content, of substance, of thought and feeling, with attempt also
at appreciation of literary form. Literature, it is true, may serve as a model
for the art, but one cannot become an artist simply by looking at master-
pieces. Excellence in appreciation does not presuppose excellence in execu-
tion. A grade, therefore, given in literature is no evidence of the proper
grade in composition. No matter whether the course is a combined composi-
tion-literature course — two hours of one and three hours of the other —
separate grades should be given for the composition. And separate grades
of passing rank in composition should be made a requisite for entrance at

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360 OREGON TBACHBRS MONTHLY

the university. At present there is no guarantee that a student accredited
in English with a high grade, has earned that grade through composition
Good grades in English are offered by some of our illiterate students. It is
impossible to account for these, except on the supposition of extreme laxity
of standards in bestowing such credit, or on the assumption that the grade
presented for entrance to one department of university instruction was
earned in work so distinctly different as to be reckoned that of another
department.

Separate grades in literature and composition would go far toward
remedying the evils and solving the problems presented in this paper. Such
separate accrediting of work done in English would enable the university
to admit or reject candidates intelligently; would greatly simplify t.he work
of the Freshman year by obviating the necessity for a lengthy review of
first principles; would afford a means for just valuation of the composition
work done in each high school; and, finally, would vastly stimulate the work
of composition in these high schools and promote its excellence, and by so
doing would bring about a condition in which there could be no such thing
as English with its most important element — training in English language —
left out.

Rural School Departmeiit

Bdlted by MBS. M. L. FUUCBBSON, Sftlem, Ovgon
nOl'ND TABLE DISCUSSION.

The following are some of the questions asked in the Rural School
Department of the Oregon State Teachers' Association, together with a
synopsis of Superintendent Churchill's answers:

1. Would the course of study in grammar be covered if composition
only, with no technical grammar, be taught through the first six grades?
Yes. Begin technical grammar in the seventh grade as outlined in the
revised course of study. If possible have two periods for language in the
seventh and eighth grades, one period for composition and one for technical
grammar. The composition work may be correlated with the work In
history, geography, etc., and thus save time.

2. Has any definite step been taken to procure lantern slides to illus-
trate stories, poems, etc., for the use of the rural schools of the state? The
legislature of 1915 was asked to appropriate a sum for this purpose but
the bill failed to pass. Some county courts furnish machines for this purpose.
Lane, Clackamas. Douglas, and Klamath counties have equipment to meet
this demand.

3. What are some of the advantages of a school becoming standardized?
In many cases the length of the school term is extended because an eight
months' term is a requirement for standardization. Proper lighting is en-
couraged; one county has twenty-two schools in which lights have been
changed because of standardization. The pride of the district is stimulated.
People wake up to the fact that their school must be as good as any other.
It unites the community to one purpose.

4. Should the light in a school room all come from one side? Yes, if
sufficient light can be obtained.

5. Which is better, a large or a small jacket on a school room stove?
The large jacket is better. It should be nine or ten inches from the stove
rather than a less distance. The patent heating plant is preferable to the
jacketed stove.

Mr. Churchill also suggested that a committee be appointed by the
association to investigate the rural schools of the state — ^that this corn-
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ORSGON TSACHBR8 MONTHLY 361

mittee consist of such people as really know rural schools, who will give us
not statistics only, but a constructive criticism such as will help to better
rural conditions In Oregon.

• • •

CONSERVATION VERSUS CONSOLIDATION.

The hope of the rural school situation is the tendency that is leading
toward a larger administrative unit, whether that unit be obtained by con-
solidation of small and weak districts, the conservation of larger areas, or
legislation that will give a similar result.

It must be kept in mind, however, that the Northwest, with its mount-
tains, its hills and its valleys will, for a long time at least, have as many
one-room schools as it now has and that these smaller buildings should have
just as good teachers and should be made and kept as clean, neat and in-
spirational as the larger plants. Again, it must be remembered that the
best way to get the larger school is to do the best possible with the one on
hand, but with all of this the ideal must be kept in mind. With all of this,
it must be remembered that the one-room rural school cannot do the work,
and give the country boys and girls the preparation that they are entitled to
and ought to have.

You can standardize it, teacherage it, Parent-Teacher it, and even super-
vise it, but the one-room school will still be a twenty-two caliber short
weapon, while the hills and valleys are abounding with opportunities for
the big game of preparing boys and girls for actual life.

The one-room school is behind the times. It is as tar behind the times
as the turkey-wing cradle is behind the combined harvester; as far behind
the times as the day when grandmother carded the wool, spun the yarn,
wove the cloth and manufactured the garments for the entire family is
behind the age of the suffragette, the woman's club, and the Ladies' Home
Journal. It is as ancient as the dinky engine when compared with a modern
locomotive or electric motor. It should have no important place in this
day and age, when efficiency is the watchword of the hour and when the
Ford, the electric light, the telephone and the fireless cooker are invading
even the smallest and most remote farm homes.

Of course, there will long be pockets, invaded by the homeseeker, where
it will be difficult to get pupils together in sufficient numbers to justify a
larger school, just as there will always be little isolated patches of grain
that cannot be handled by the reaper or the header, but the bulk of the work
in rural schools must be done by districts large enough to provide funds
for adequate supervision, suitable buildings, equipment for domestic science,
manual training, agriculture, and teachers with stability as well as ability
that will enable them to put the educational work of their community on a
constructive and permanent basis.

Where the districts have already been created in too great numbers
and with too little valuation, consolidation will help to do this. It will
provide better buildings, better equipment for less money, larger play
grounds, a working library and good janitor service. Consolidation will
increase the attendance and diminish the number of cases of tardlnes.^^. It
will give the inspiration of larger classes and the special courses, furnish a
home high school and hold the boys on the farm. It will keep the money
now spent in boarding schools at home. Increase the valuation of local
property and build up the home community.

Consolidation will equalize taxation, encourage other progressive move-
ments, provide an auditorium large enough for community gatherings and
afford modem methods of heating, lighting and ventilation that will make
the schools more efficient and save the lives of our boys and girls. It will
reduce the cost of instruction per pupil for the same grade of work, hasten
the day when good roads will be the rule rather than the exception, hold
pupils in school from two to four years longer, secure a larger percentage
of promotions from grade to grade, eliminate many petty neighborhood strifes
and Jealousies, give teachers a chance to improve themselves by associating
with other teachers, keep feet and clothing dry, cause fewer colds and stop
quarreling, improper language and improper conduct on the road to and
from 8chot>I. It will save shoe bills, medicine bills and doctor bills, start
children In school a little older and graduate them a little younger than the

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362 OREGOy TEACHERS MONTHLY

one-room school, and will work equally well wherever the superintendents,
trustees, teachers, and patrons have the vision, the energy and persistence
that will enable them to effect it, maintain it and make it succeed.

Consolidation is not a cure-all and should not be tried in a settlement
so sparsely settled that the one-room buildings are already widely separated.
On the other hand, if a drive of about one hour will bring the pupils from
any given neighborhood to a school of two or more rooms that is already
established and is not overcrowded, the expense of transportation will, as a
general rule, be less than that required for the maintenance of a good one-
room school,, while the instruction will or should be of a much better grade.
That is, when a good school has been established it should have the support,
the encouragement and the cooperation of every patron within five miles of
it, and the pupils living within that distance of a good school, well equipped
and well conducted, should not be compelled to attend a school of the one-
room type, with its one-pupil classes, its many recitations per teacher and
its general lack of Inspiration or hope for a better day or for better things.

Again, when a community finds its schools, none of which give the
pupils the advantage of special primary work, practical courses or high
school subjects, within easy distance of each other, it should be remembered
that one good school, centrally located, with transportation provided at
district expense, is worth more than any number of schools that lose from
five out of six of their pupils before they finish even the elementary work.

When an investigation of the territory has shown that consolidation is
feasible, the first thing to do is to create the sentiment in favor of one
school that will prepare the boys and girls for actual work in actual life
instead of three or four of the kind that lead them in far too many instances
to the land of nowhere. This can best be done by personal work, followed
by a general program, given mostly by the pupils, the concluding number of
which is a round table discussion of the question, "Would consolidation and
transportation give a better education to a greater number of pupils than
the system now employed?" At this round table those in favor of the
central school should remember that sentiment for a good school is more
desirable than a larger school, erected in opposition to the desires of many
of the people. No angry words should be spoken, the fullest explanations
given and the best literature bearing on the question that it is possible to
obtain, distributed.

The law dealing with the question should be studied and the process
outlined followed to the letter. If the consolidation is effected and trans-
portation is to be used, the different routes must be selected, always with
the thought of the greatest good to the greatest number in mind. Only in
rare cases should the majority of the pupils be on the road more than one
hour. The wagons should be first class and should be furnished with lap-
robes and heaters arranged in such a way that there will be absolutely no
danger of fire. The team should be both safe and able, while the man in
charge of the team should be selected with the same care that is exercised
in the employment of a teacher. This is especially important, for the team-
ster must see to it that no Improper conduct is allowed on the road to and
from school and as a usual thing a man who has children of his own will be
best suited to the work. Organized in this way and carried on in a systematic
business-like manner, consolidation can and will do for many other districts
in the Northwest what it has already done and is doing for those places that
have adopted it.

One thing about consolidation does not look so favorable. While
during the past five years many schools have consolidated and provided
the transportation that has meant a better school and more of it, during
this same time about ten times that number of new districts have been
created and had every appeal been granted that number would have been
greatly Increased. Many of these new districts do not have valuation or
finances enough back of them to finance a poor pop-corn wagon, much less
a good school. Most of them, it is safe to say, have no vision of anything
more than a one-teacher school and have no dream of a plant that will
adequately care for the future. Many of the people in these districts have
never stopped to think that schools, after all, are a good deal like eggs, and
that one good one will do more for a community and furnish more real
satisfaction than any number of those of doubtful flavor and quality that
can be provided.

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ORBOON TBACHSSRS MONTHLY 868

Consolidation has proven to be a good thing. It has done much to
improve the condition of rural schools, but without any thought of making
that good less than it really is, the conservation of school territory and
educational opportunity has meant more, yes, much more for the real edu-
cational progress of the Northwest than all of the examples of consolidation
combined. The worker for consolidation has been in the lime light. He
has been honored and his praises have been sung by Federal bulletin, farm
journal, educational journal, and the popular magazine, while those county
superintendents, or other educational workers "who have stood behind the
guns, who have fought, first, last and all the time against the creation of
new districts, that meant poorer instead of better schools, who spent hour
after hour and even day after day in listening to long pleadings and still more
lengthy hearings, who have received the blame, and who have even been
kicked out of office, because they worked unselfishly for the best interests of
their boys and girls, have only the unnamed and unlettered monument of
good schools as their monuments.

The consolidation laws of most states are too bunglesome. They require
too much red tape. Even where most of the people have been willing to
consolidate, the technicalities of the laws in many cases have allowed the
will of the community to prevail. Even a good law in regard to consolida-
tion would not avail much because local interest, and the prejudice of some
people in favor of the school that was good enough for grandfather, good
enough for father, good enough for me, etc., would still be in the way of
the right kind of progress and the proper amount of it. What the Northwest
needs is a larger unit. It needs a district large enough to finance an
efficient superintendent and special supervisors of primary work, agricul-
ture, nuinual training, domestic science, etc., with buildings and equipment
suitable and adequate for efficient and thorough work.

If the educators and legislators cannot agree upon a county plan, they
could at least help much by increasing the minimum size of the third class
district, or by making the second class district the smallest unit for admin-
istrative purposes. This would give the smaller towns and centers the same
individHality and freedom that the larger ones now have and thus place a
premium upon local pride and initiative, while state aid or an icreased
county tax, with an equitable basis of apportionment would tend to equalize
the educational opportunity. The units would be compact and small, Instead
of the size of the larger counties, with holes here and there, such as would
be occasioned by the dropping out of the cities or the first and second class
districts as is usually provided in the county unit plan. Without change of
law or constitution, the county superintendent would have the same relation
to all districts that he now has and the school houses could be located where
they would serve the greatest possible number of pupils, while local men
would still be retained to look after the interests of local property. The
advantage of this larger unit would be to bring at once what it would take
years to get by the consolidation plan.

The best is none too good for the boys and girls of the Northwest, and
those boys and girls forty miles from the railroad are entitled to just ap
good a teacher, just as good a building, just as good equipment, just as good
an education and just as much of it as their city cousins in Portland, Spokane
Boise or Butte. To get it for th«m emphasis must be placed upon the
thought that there is a greater need for better teachers than there is fbr
more teachers, a greater need for better buildings than for more buildings,
a greater need for better managed and more able districts than for more
districts, and a greater need for practical thorough work than there is for
many fads, fancies, subjects and courses, with a smattering knowledge of
them all. — (A portion of the address given by C. W. Tenney, State Inspector
of Rural Schools, Helena, Montana, in the Rural Department of the Oregon
State Teachers' Association, Portland, Oregon, Dec. 29, 1916).

• • •

MOTION PICTURES IN THE SCHOOL.

Considerable interest is evident among the school men of Oregon on
the question, "What use should we make and what use can we make of the
motion picture for educational purposes?"

Thomas Edison is said to have declared that ten years hence motion

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ORKGON TEACHERS MONTHLY'

pictures will have supplanted textbooks in the public school. Of course, Mr.
Edison, however great his achievements in mechanical invention, can hardly
qualify as an* educational expert. We can be quite certain that no such
sweeping change will come about. Study of the educational possibilities of
the motion picture does convince a person, however, that unless we are
even more conservative than school people are wont to be, the motion picture
will have made a place for itself in our regular school work long before
the expiration of ten years.

The development of the motion picture as a nation-wide force has
been rapid. The Boston Transcript ranks the motion picture industry as
the second largest in the United States with a gross earning of three hundred
million dollars per year. There are in the United States by conservative
estimate fifteen thousand motion picture theaters with an average daily
attendance of six million people. Consider these facts and then remember
that the first reference in standard American magazines to motion pictures
under that name w^as not made until 1905 or 1906. It is true that the
Scientific American between 1900 and 1904 published several articles dis-
cussing motion pictures as scientific curiosities and referring to them as
kinematographs. No one discussed the general educational possibilities of
the "movies" in the public prints previous to discussion on this topic at
the N. E. A. in 1912. It is true that the Scientific American in 1909 men-
tioned the "movies" as possible aid in teaching trades.

The moving picture, notable mainly as a curiosity even ten years ago,
has now spread all over the world. Developed first in Prance and later in
Germany, it seems to have been most successfully promoted in the United
States. The Esquimaux enjoy Wild West films. The Chinaman goes to
the moving picture house at five in the afternoon and stays until midnight,
protected by an oblique screen at the door to keep off the devils and wiping
the perspiration from his face at intervals with hot towels furnished by the
usher. The picture on the screen shows him cowboys with queues acting
in a cattle ranch scene located by the Japanese producer in Kansas City*.
Missouri. After the "animated weeklies" have run their course in this
county, they become news to the Chinaman. The Maharajah Gaikwar of
Baroda, whom a native admirer insists is "the only most sensible Prince
India has today," has been a factor in establishing the traveling motion
picture show in his vicinity and it is said that "to educate the people is the
only ultimate object."

If it is true that the motion picture has gone to the ends of the earth,
it is even more true that it has permeated every section of our own country.
There can be no doubt that the motion picture is an integral part of t^e
experience of practically every high school boy and girl in Anierica and of the
greater number of grade school children. It is therefore^ an educational
force, whether we like it or not.

For the very reason that motion picture production is a business and
that producers are anxious above all things to make money, the development
of educational film is coming about rather slowly. No one has yet written
a standard textbook to be illustrated with moving pictures rather than with
half tones; no state school system has as yet recognized the motion picture
machine as a part of the necessary equipment of an up-to-date school. It is
true that Orange, New Jersey, and Los Angeles, both of them centers of the
motion picture industry, have equipped their schools and that many cities
throughout the country have followed them at a distance.

In general, the school men seem theoretically convinced that the motion
picture must be used in education. David Snedden, former Commissioner of
Education for Massachusetts, says, "It is now clear beyond any question that
the motion picture is destined to be an educational agency of first rate
Importance." President Emeritus Eliot of Harvard says, "The moving
picture is a valuable means of instruction and all of our school systems
ought to seize upon it." Superintendent Hyatt of California writes, "The
time is at hand when moving pictures will be as much of an adjunct of
any properly equipped school as textbooks." Henry W. Lanier expresses a
very common opinion when he says, "Indeed the educator must use it, for
at the present time film manufacturers are educating five million children
a day along more or less undesirable lines." Commissioner Clazton of the
United States Bureau predicts that "The future use of the educational

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OREGON TBACHSSRS MONTHLY 865

cioematograph bids fair to surpass the predictions of its most sanguine
advocates within the next decade and moving pictures will be an indis-
pensable adjunct to every teacher and educational lecturer."

Common sense tells us that as soon as we have taken the necessary
steps to make motion pictures available in the schools, many subjects even
in the lower grades will be made more interesting, more valuable and more
vital. Compare the relative value of the statement in an American geography
book that "The Alps are covered with snow the year round" with the
following outline of a motion picture lesson on the Alps taken from a
German educational magazine: (a) Views along Eiger and Monch peaks,
Interlaken, (b) Glaciers on the Grundewald, (c) Trip from Lauterbrunnen
to the station Eismeer, (d) Mountain climbing, (e) Rocks of Saxon Switzer-
land, (f) Avalanche of a Cliff.

Why indeed should not pupils actually see this region and its customs
through the medium of the motion picture, and be held for recitation upon
what they have seen? Is there any doubt as to the comparative value of
the statement that leaves everything to the child's imagination and the
medium that brings enough of the actual scenery and life of the region
under his observation to give him an adequate basis for ideas concerning
the phenomena discussed?

In this, as in other movements, we are going to have to pray to be
delivered from our friends — our too enthusiastic friends, who would sup-
plant the printed page of literature with the motion picture film and who
would limit the sweep of the child's imagination by portraying to him more
or less crudely ideas which can be adequately pictured only by the inward
eye. Guarding against all such perversions, we still can rest in the con-
viction that the school work in certain subjects can be immensely broadened
through the use of the motion picture. Just as we have noticed that the
showing of motion pictures is now a common event in every corner of the
globe, so it is true that every part of the world and many phases of human
experience can be brought to us through this medium. Professor Starr
might be talking for any one of us when he says. "I have seen Niagara
thunder over her gorge in the noblest frenzy ever beheld by man; I have
watched a Queensland river under the white light of an Australasian moon
go whirling and swirling through strange islands lurking with bandicoot
and kangaroo; I have watched an English railroad train draw into a station,
take on its passengers and then chug away with its stubby little engine
through the Yorkshire Dells, past old Norman Abbeys silhouetted against the
skyline, while a cluster of century-aged cottages loomed up in the valley
below, through which a yokel drove his flocks of Southdowns; I have beheld
fat old Rajahs with the price of a thousand lives bejeweled in their monster
turbans and the price of a thousand deaths sewn in their royal nightshirts
as they indolently swayed in golden howdahs, borne upon the backs of
grunting elephants; I saw a runaway horse play battledoor and shuttlecock
with the citizens and traffic of a little Italian village, whose street had not
known such commotion since the sailing of Columbus; I know how the China-
man lives and I have been through the homes of the Japanese; I have marv-
eled at the daring of the Alpine tobogganists and admired the wonderful skill
of the Norwegian ski jumpers; I have seen armies upon the battlefield and
their return in triumph; I have looked upon weird dances and outlandish
frolics in every quarter of the globe, and I didn't have to leave Chicago for
a moment."

In spite of our theoretical agreement as to the value of the motion
picture in educational work, we are progressing rather slowly in making
use of it. Meanwhile the business of film production continues to grow, a
conservative estimate being that one and a half million feet of film are
being produced every week in the United States alone.

Gregory Mason, writing in the Outlook for August 24, 1914, states the
present situation pretty well when he says, "When it comes to the use of
moving pictures as an integral part of the curricula of the schools, colleges
and educational boards of the country, we find an extremely chaotic condi-
tion.... Schools and colleges are using moving pictures to teach, but for
the most part they are going ahead blindly and alone. The result is thajt
the demand for educational films is unorganized, fluctating aad sporadic

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366 ORKGON TEACHERS MONTHLY

and as yet but few manufacturers consider it worth while to turn out films
directly aimed to meet class work."

Mr. Mason makes a very adequate statement of the present situation
when he says in the same article: "The trouble is that educators and film
manufacturers do not get together. The teachers are waiting for film men
to come to them with tentative programs of moving picture textbooks for
all school courses; the manufacturers on the other hand are making so
much money in the theatrical field that they prefer to wait for a definite
and large-sized order from the schools."

It is not at all certain that the educational field will continue to be
unnoticed by film producers. Several companies have made efforts which
seem quite sincere, to make a beginning in the production of educational
and scientific films in the United States. Many others have established
so-called educational departments, the function of which seems to be to
gather together in lists such title as seem to have educational possibilities.
The efforts of these cataloguers at their best are limited by the fact that
practically every foot of film is produced primarily for purposes of amuse-
ment and consequently does not lend itself to class room use to the best
advantage. At their worst, the efforts of these people are pathetic, as
witness lists recently sent to the University of Oregon by certain film
exchanges in which such titles as "Three Weeks," "His Crooked Career,"
"Mabel's Beau," "Old Maid's Love," and "Toodles" were recommended as
having distinctly educational value. It is very evident that as this matter is
one that concerns the curricula of the schools, the school people will be
obliged to take an interest in determining the nature of the educational film
that is produced. The motion picture producers are carrying the technique
of their art to a high point but they are not competent to outline textbooks
to be illustrated with motion pictures. Neither, perhaps, as the school
men until they have set themselves patiently to work to learn the possi-
bilities of this new agency.

Such slight investigation as we have been able to make among manu-
facturers and exchanges leads us to believe that these people will welcome
any steps looking toward the development of an educational market. Edu-
cational institutions are invariably good pay and motion picture theaters
are not always safe financial risks. Furthermore, the development of the
strictly educational motion picture is not likely, at the outset at least, to
interfere seriously with the commercial use of film or with the business of
the theaters.

In spite of the interest of film producers in a possible educational
market, we are expecting the impossible if we suppose that they are going
to turn their activities into what at present is a relatively unremuneratlve
phase of the work out of any Interest in education in the abstract, or in the
interest of the future welfare of the boys and girls of America. Only such
impractical people as school masters and preachers ever do anything of
that sort. Since, then, it is clearly our task as school people, how shall we
set about it to make use of this new educational agency?

Clearly we must recognize the fact that, if we are to depend on com-
mercial producers, only with the development of an adequate market will
come the real educational motion picture of the future. In this same con-
nection we must realize that beginnings are often more or less unsatisfactory,
but that they are very necessary. We should then put ourselves In position
to furnish at least the suggestion of an adequate educational market. Re-
solving to make use of the great amount of fairly usable material now
available for educational purposes we should equip our schools quite gen-
erally with motion picture projection apparatus, and while making use of
the best that is to be had, should not cease to demand more suitable film.
Fortunately, much of the socalled industrial film, produced of late for
great manufacturing concerns to familiarize people with the operations In
their plants, has great educational value. Furthermore, It is usually to be
had for the asking, and thus fits the situation in which most school superin-
tendents find themselves of having little or no budget with which to pay
rental on film. The University of Oregon is in position to furnish almost
any quantity of interesting and valuable motion picture film of this char-
acter, provided a sufficient number of organizations In the state are eqiiipped
with projection apparatus to make it worth while to bring the film to the

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ORBGON TBACHBRS MONTHLY

367

coast. Among four hundred or more reels thus available, many have evident
educational value. Some of the titles are: Good Roads, Saftey First, Evolu-
tion of Writing, Pure Food, Glacier National Park, City Sanitation, Carpet
W^eaving, The Gathering of News, Book Binding, Photography, Locomotive
Building, The Chocolate Industry, Beef Packing, Irrigation, The Building
of Automobiles, The Making of Shoes, Immigration, Ceylon Tea, Mining in
British Columbia, Electricity on the Farm, Workman's Compensation,
Modem Banking, Character and Habits of American Indians, Yosemite
National Park, Yellowstone National Park, Mount Rainier National Park,
Crater Lake National Park, The Fly Pest, Bird Life, and Preparation of
Condensed Milk. While making use of such film as is available, we must
do some hard thinking, some conscientious studying, and some constructive
planning toward the development of the motion picture fdr use in the class
room. Without allowing our imaginations to carry us away, yet with due
appreciation of the wonderful educational possibilities that we are neglecting
in this field, we must realize our obligation to make use of these possibilities
and must set to work to learn how to utilize this tremendous educational
force now so often badly used and so inevitably part of the experience of
our pupils. — (Earl Kilpatrick, Assistant Dean, Extension Division University
of Oregon, given in the Elementary Department of the State Teachers'
Association).

Vocational Education Department

Edited by B. E. CHLOUFEX, Pendleton, Oregon

HOME ECONOMICS WORK AT
PENDLETON.

By Alice Butler, Pendleton

In the "Ethics of the Dust," Rus-
kins says: "Cooking means the
knowledge of Medea, and of Circe
and of Helen, and of Rehekah and of
the Queen of Sheha. It means the
knowledge of all herhs and fruits
and balms and spices and of all that
is healing and sweet in the fields and
groves and savory in eats. It means
the carefulness and radiness of appli-
ance; it means the economy of your
great-grandmothers and the science
of modern chemists; it means much
tasting and no wasting; it means
English thoroughness and French art
and Arabian hospitality, and it means
in fine that girls are to be perfectly
and always, ladies loaf givers."

These words from the lips of one
who devoted his life to the correla-
tion to the beautiful and useful,
show that he considered cookery no
homely art. Indeed, it is an art
which calls for much knowledge and
skill and is worthy of one's best ef-
forts.

It 8 not enough to follow directions
of recipes. One must infuse into
cooking one's own thoughts and in-
genuity and individuality. Many are
the things every girl needs to know
concerning food before preparing it.

In purchasing she should know what
foods to select, whence they came,
and how prepared for market and the
means of transportation. Since in-
telligent expenditure of the income Is
necessary for thrifty living, she must
know how to get the best value in
foods. In order to do this she must
know the composition and nutritive
value of foods. Today we have a
great variety of foods. Some have
little food value and are expensive.
Often cheaper foods are very nour-
ishing and can be made very palat-
able.

After the foods have been purchas-
ed the student must know how to
prepare them. If she obtains the art
of cookery she must think; that is,
she must have the fundamental prin-
' ciples plus brains. She needs to
learn to read a cook book — see the
large things. Every girl must know
the laws which govern fire and wa-
ter; if she is alert she will observe
all results and make a careful note
of them. There is no such thing Ah
"good luck." There is a cause for
every failure and it should not occur
the second time.

Since science is classified knowl-
edge in applying science to the pre-
paration of foods ,one principle of
cookery is related to another. The
methods of preparing one cooked cer.-
eal can be applied to all cooked cer-

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368

ORBGON TBACHBR8 MONTHLY

eals. If the girl has prepared one
cream soup she can prepare all. She
soon learns the fundamental prin-
ciples.

In fruit and vegetable cookery the
first thing to master is the classifica-
tion. They are classified as to na-
ture, cooking, composition and char-
acteristics. Our foods must be cook-
ed according to the foods and not the
recipe. One should separate garnish
from flavor. Mever garnish with
something one can not eat. The girl
mut=?t learn the dilforence between
essentials and variations. "Beware
of tawdery." All through the work
the student must apply the princi-
ples.

The ability to observe and reason
while working is the most valuable
asset for success in any kind of work.
Hand work guided by an active mind
is always prized. Skill in cookery
may mean the acquisition of charac-
teristics which make for success in
any field of activity. In cooking: one
must use addition, subtraction, mul-
tiplication and division.

In addition to being a good cook,
one must combine for the most per-
fect nutrition and flavor. She must
know how foods are served and how
they are digested. This brings in the
mastery of physics, chemistry, ethics,
history, and English.

Whatever path a girl may choose
there will be a need of giving the
mind the power of control over the
body. Also the need of order, sys-
tem, cleanliness and neatness. These
are all gained in the laboratory while
she is learning to cook. Not only
has the study of food offered years
of work to men and women but the
art of home making has opened a
large field for many.

No nation can rise higher than the
highest type of home in the nation.
In order to place every home of our
land on a high plane, our girls are
being taught the practical application
of the theory which is taught at
school. If the girl takes a music les-
son she is required to practice an
hour to an hour and a half a day in
order to master these principles.
Many Fchools are realizing that the
principles of cookery alone do not
prepare the girl for her real life
work, "a home maker."

The city of Pendleton has realized
this. The board has gone so far as
to rent a ho'ise furnished completelv.

Here the home economics teachers
and the physical education instructor
live. Thpy pay rent and their gro-
cery bills. The stud'mts in the house-
wifery class are divided into groups
of four. Each group it given one
hour daily in which to put the house
in order. They study the makes of
stoves, and all equipment of the
house. The best methods of aariog
for a home aie also studied. This
sanu- class in grouos take turns in
cooking in the cafeteria, planning
the menus and doing the buyiDtj. The
advanced class In domestic scieDco
cook, buy, plan and 3erv^ all special
dinners and luncheons in the Practice
House. The class in laundry take
entire care of the table linen and
each girl must wash a sweater, mas-
ter the art of doing fine laundry
work. The class in home ir.anage-
ment is also divided into grouos.
These groups do planning and buy-
ing of food for three meals a day for
the inptructors who live In the prac-
tice house. This class is planning
and furnishing a home for $2000.
They make excursions to the stores,
studying linoleum, carpets, furn'sb-
in?s and equipment.

There are 112 girls taking denes-
tic science and are in the high school
and 115 girls from the grades. The
domestic art girls have furnished a
bed, making three comforters, the
shv^et sand pillow cases. They have
used tho machine attachments and
are learning hand and machine sew-
ing. They are taught the use and
application of the commercial pat-
tern. It is interesting to note the
chanc'e in a short time in the ideals
of dress, after studying this work un-
der the able direction of Miss Wlls^-n
and Miss Cavender. This depart-
ment has ten machines, dress forms,
good lockers, tables and a triple mir-
ror. Just before the holidays they
were given time to make Christmas
gifts in yarn and thread crochet, also
haFkotry and cretonnes. The thought
of cast and appropriateness was held
before them. A high standard U set
and exactness is demanded. The girls
are taught to be ever ready to serve
the public.

A class outside of school in cater-
ing has been formed. There are nine
girls doing this work. They find it
a pleasure and of value. They go
into homes, prepare luncheons, din-
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ORBGON TBACHBRS MONTHLY

369

ners and afternoon teas. The girls
nre \v*>ll paid for their time.

If the practice house proves suc-
cessful the classes in manual arts
under the supervision of Professor
J Chloupek will erect a bungalow and
I build all of the furniture. This will
offer the boys in agriculture a good
I opportunity to beautify and care for
I the lawn. This work In the West is
I von g but it is a goal for home econ-
I omics instructors to work toward.

Vocational Department for 19J7.

Officers for 1917 — Pres. J. A. Bex-
el (commercial), Corvallls; vice pres-
ident, Myra Butler (home econo-
mies), Monmouth; secretary, Alice
Joyce (agriculture), Portland; dele-
gate to the N. E. A. convention, H. H.
Wardrip (manual training), Grants
Pass.

Manual Training Division — Chair-
man. Phillip Parcher, The Dalles;
vice chairman, F. M. Groshong, St.
Johns High School, Portland; secre-
tary, A. R. Nichols, Corvallis; dele-
gate, L. L. Sommers, Portland.

Agricultural Division — Chairman,
H. C. Seymour, Corvallis; vice chair-
man, N. C. Maris, Salem; secretary.
Fay Clarke, Vale; delegate, Alice
Joyce, Portland.

Commerce Division — Chairman, C.

D. Lazenby, Portland; vice chairman,

E. E. Evans, Prineville; secretary,
Mrs. G. Holmes Lawrence, Portland;
delegate, J. A. Bexell, Corvallis.

Home Economics Department —
Chairman, Edna Groves, Portland;
vice chairman, Sarah L. Lewis, Cor-
vallis; secretary, Edna Mills, Forest
Grove; delegate, Grace Glllett, Cor-
vallis.

City Suoerintendeiits' Department

BdlMd by GEOBOE W. HTTO, McMlnnvlUt. Ongon

The City Superintendents' Associ-
ation of the State of Oregon met in
Portland December 28 and 29. Prac-
tically every city superintendent in
the state attended the meetings and
expressed themselves as having fully
enjoyed them all.

Many excellent papers were read,
some of which are as follows: Supt.
Dunbar of Klamath Falls gave a pa-
per on the "Medical Inspection in the
Public Schools." The paper was
very practical and of great help to
those present. Supt. B. N. Mc.
Donnell of Hoqulam, Wash., gave an
address on "The Two Period Plan of
Recitation and Study." A paper was
given by Supt. J. O. McLaughlin of
Hood River upon a greatly discussed
school problem of the present ' time
which presented many good ideas,
"A Scheme for Granting Credit for
Music in the Public Schools."

The meeting called at 9:15 of Fri-
day, December 29, was not in any
way lacking of good addresses, for
Dr. J. N. Smith opened the meeting
with a very interesting topic, "The
Mentally Defective in the Public
Schools." The subject of State Pub-
lication of Textbooks was very ably

dealt with by Supt. F. A. Tiedgen of
Marshfield and was fully discussed
by him from all angles. Following
this paper was given one similar in
substance by Supt. J. G. Imel of As-
toria on "The Oregon System of Text-
book Adoption.

Prior to these addresses the offic-
ers of the association were elected
and Supt. L. W. Turnbull of Bandon
was elected president, while C. A.
Howard was re-elected secretary-
treasurer.

Meeting of the Oresfon High School
Debating Ijeague.

The annual meeting of the Oregon
High School Debating League was
called to order by President Kirk in
room 115, Lincoln high school build-
ing at 9 o'clock on Friday, December
29, 1916. The minutes of the meet-
ing of 1915 were read and approved.

The secretary announced the fol-
lowing actions of the executive com-
mittee during the school year: The
creation of the 10th district consist-
ing of Klamath and Lake counties;
the transfer of Tillamook county
from the Lower Columbia district
to the North Willamette district upon
petition of the Tillamook high
school; the transfer from^the Soiith-

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370

ORBGON TBACHBRS MONTHIiY

ern Willamette district to the South-
ern Oregon district of that portion of
Douglas county south of the 43d par-
allel of latitude.

The constitution of the league was
amended changing the date for Issu-
ing the annual bulletin from "before
December 1" to "before October 1."
The constitution was amended pro-
viding that in preliminary debates
within districts the number of the
debaters on the team shall be two

unless a definite number is agreed
upon by the schools participating.

The question of assisting the state
library to obtain sufficient material
to provide for the needs of all the
participating schools was referred to
the executive committee.

Charles H. Boyd, of Portland, was
elected president of the league by
an unanimous vote, and Earl Kilpat-
rick, of the University of Oregon, was
re-elected as secretary-treasurer.

Grade Teachers' Department

Edited by BABKA COMVEK, 421 WMt Paik StrMi, Poitliod, Ortfoii

Elementary teaeheri and elementary teachers' aaBoeiatione are cordially inrited to nod
newa itemi of their actiritiei which would be of intereit or value to other teachers to thii
department of the The Oregon Teachers Monthly. Address Editor of Grade Teachers' Depart-
ment, Room 800, Court House, Portland, Oregon.

The coming summer already looms
large upon our thrsehold. Every
Portland, every Oregon teacher must
realize how incalculable a privilege
it is to have the National Education-
al Association in our very midst. The
inspiration of the master minds who
gather at this great concourse, the
glorious comradeship with thousands
of eager enthusiasts who throng this
mighty conference, and the realiza-
tion of the altruism, the high ideals,
the desire for service of this vast
army of peace is an uplift, an exalta-
tion that no one can afford to miss.
Every teacher in the Northwest
should honor herself and her profes-
sion by so planning her summer that
she may be in attendance at the
N. E. A.

• < <

I have attended every session of
the Oregon Teachers' Association for
a number of years and the present
session is the largest and by far the
most representative gathering ever
known in the history of the associa-
tion. The most pleasing and encour-
aging feature of the convention, to
my mind, aside from the splendid
attendance, is the spirit of good will
and earnestness everywhere manifest
and the large amount of good, pro-
gressive work that is being accom-
plished. Heretofore, sessions of the
convention have been marked to a
greater or lesser degree by apathy.
This year, however, the delegates,
present from all parts of the state,
]iavo been dovr.ted lo Fober and seri-

ous discussions of the subjects in
hand, and I feel that a tremendous
amount of genuine progress is being
made. The association is certainly
doing itself proud and there is much
of encouragement in the present ad-
vancement and the prospect for gen-
eral educational development In this
state. — J. A. Churchill, State Super-
intendent of Public Instruction.
• < «

The six educational associations
of the city combined Thursday to
entertain informally the several hun-
dred visiting teachers attending the
convention of the State Teachers' As-
sociation. The reception was held in
the gymnasium of the Lincoln high
school from 4 until 6 o'clock. Tea
and wafers were served and an or-
chestra provided sweet music and a
good chance for Portland teachers
to become acquainted with those .
teaching in all parts of the state
was offered. Miss Viola Ortschild,
president of the Portland Grade
Teachers' Association, was general
chairman of the committee that plan-
ned the reception The other edu-
cational organizations and their rep-
resentatives who served on the gen-
eral committee were: Portland Prin-
cipals' Association, W. T. Fletcher;
High Teachers Association, Miss Vera
Darling; Manual Training Teachers*
Association. William Hood; Portland
Educational Association, Fred Gro-

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ORBGON TBACHBRS MONTHLY

871

shong; Home Economics' Associa-
tion, Miss Lora Hendershott.

• 00

•'The most delightful feature of
the entire convention"; thus did the
visiting teachers characterize the re-
ception given at the chamber of
commerce in their honor by the Ore-
gon Congress of Mothers. Over 1000
people crowded the chamber between
the hours of 8 and 11, The first
hour was given over to an informal
reception, giving the people an op-
portunity to meet each other, then
came a musical program of unusual-
ly high character. Mrs. Ralph Walk-
er gave a group of her own piano
compositions Madam Lucie Valalr
gave a number of songs in her mo3t
finished and delightful manner.
Franck G. Eichenlaub was heard in
violin numbers and John Claire Mon-
lelth sang. These musical numbers
were interspf^rsed with short speech-
es by Governor Withycombe, Dr. Car-
rol Pearse, president of the Milwau-
kee Normal, Milwaukee, Wis. Dr.
PearBo is a member of the committee
that voted the N. E. A. meet next
year in Portland and he spoke con-
cerning this gathering. O. M. Plum-
mer and L. R. Alderman also spoke
briefly on the great convention which
is to come to Portland next year.
Mrs. George W. McMath, president
of the congress, acted as mistress of
ceremonies The rooms were suita-
bly decorated in holly and mistletoe.
During the evening delicious iced
fruto was served.

« * *

Two of the best known educators
of the United States, the president
of a great university, and the presi-
dent of a state normal school, offered
an intellectual treat and gave advice
from their experience 1o the teach-
ers of Oregon Thursday nt the con-
vention. The university president
was Dr. Henry Suzzallo of the Uni-
versity of Washington; the normal
school president was Dr. Carrol G.
Pearse (pronounced Perce) of the
Milwaukee, Wisconsin, normal. Dr.
Suzzallo said: "The teaching oc-
cupation is not a business but a
profession, on equally as high a plane
as the ministrv, law or medicine.
The lawyer and physician, however,
are out in the hurly-burly of th«^
world. They know something of life.
The teacher and minister fall into a

natural group of themselves. They
live and work sheltered from the
world. The teacher in the class
room is far from the busy marts of
trade, from the arena of politics,
from contact with those who make
the wheels of the world go around.
The teacher lives an academic life,
which is an intellectual way of say-
ing monastic. The great defect of
the profession is that the point of
view is not social but academic, not
worldly in the best sense of the
word, but intellectual in its most
narrow sense. Teachers must make
a social study of the world in which
we live, for today the practice of
classroom does not check up with
the practice of the world. Tempta-
tion is not placed before the teaching
profession as in law or the practice
of medicine, for the teacher is paid
on a flat salary and does not have to
depend on fees. There should be no
danger of the teaching profession be-
coming commercialized. The mer-
chant who keeps thinking of the dol-
lar will be a better merchant, but
the teacher's thoughts must be of
service, a social service that must be
practiced under the highest ideal-
ism."

• # <

Following a spirited discussion,
the teachers' retirement fund plan,
drawn up by a committee of the state
teachers' association headed by Pres-
ident Foster of Reed College, was
adopted by the representative coun-
cil of the organization with only
three dissenting votes. The com-
mittee will lay the plan before the
legislature. Principal objections
were voiced against the proposal to
allow pensions in proportion to the
salary received by the teacher.
"Such a plan is the extreme of un-
fairness," said S. S. Duncan, super-
intfndent of Yamhill county. "Any
pension system is unfair that will
give one man more than another.
When the state gives, it should give
as much to one man as to another."

• * 0

To arouse interest in the coming
convention of the National Educa-
tional Association in Portland an ef-
fort is to be made among the visiting
teachers to have every school teach-
er in Oregon to take out an institu-
tional membership in the nation-wide
organization. .

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County Superintendents' Department

Edited l»y CLYDE T. BONKET, The DaUei, Oregon

I'i*o|Josed Distribution of School
Fund liAw.

Section 1. — The county school su-
perintendent shall make an appor-
tionment of the entire school fund
then In the county treasury on the
first Monday in October of each year,
and at such other times as he may
deem advisable. The county school
fund collected in pursuance of the
school tax levied by the county court,
shall be apportioned as follows: (a)
He shall apportion one-half of the
said fund to the districts of his coun-
ty in proportion to the number of
teachers employed during the preced-
ing school year; provided, that where
a teacher was employed for a less
term than eight months, then such
districts shall receive one-eighth of
an apportionment for each teacher
for each month actually employed;
provided that for each additional
teacher, where a teacher was not em-
ployed for the preceding school year,
a district shall be apportioned funds
on the basis of a teacher for a term
of seven months; provided, that no
district shall receive apportionments
on a greater number of teachers than
are employed for the current year,
(b) The remainder of the county
school funds shall be apportioned to
the districts of his county in propor-
tion to the aggregate daily attend-
ance in such districts during the pre-
ceding school year; provided, that
each district shall ^e credited with a
constructive attendance, in addition
to actual attendance, of three hun-
dred davs for each month for each
regularlv established school in oper-
ation during the preceding school
year: provided that for each school
in operation at the time of an
apportionment, which was not in
operation during the preceding
school year, a district shall be appor-
tioned funds on a constructive at-
tendance of two thousand days.

Section 2. — In joint districts each
county shall apportion one-half a
teacher's apportionment and attena-
ance monies on one-half the con-
struction attendance; provided that
on actual attendance each county
shall apportion funds on the attend-
ance coming from each county.

Section 3. — Non-resident pupils
shall be admitted to a school by the
consent of the school board and the
approval of the county superintend-
ent.

Section 4. — The consent of the dis-
trict boundary board of the county
must be secured for the establish-
ment of additional schools in dis-
tricts of the third class if such
schools are to be considered in the
distribution of county funds.

Section 5. — The basis of all appor-
tionments under this act shall be the
teachers annual reports, and other
records in the office of the county
school superintendent.

Section 6. — The provisions of this
act shall apply to public schools only.

Section 7. — In lieu of the estab-
lishment of new schools or the main-
tenance of established schools, the
district boundary board of the coun-
ty may, when conditions seem to war-
rant, fix such a rate for the board or
transportation of public school pupils
as H may deem fit and proper, and
thereafter ant expense incurred in
boarding or transporting such pupil
up to the rate fixed by said board,
shall be a charge upon the common
school fund of the county; provided,
that where p rovision is made by the
boundary board for the board or
transportation of any pupil, the pro-
visions of the compulsory education
law shall be enforced at the option
of said boundary board, even if such
pupils reside more than three miles
from an established school.

I.eft-over Article*.

Some material that should have been
used in this number of the Oregon
Teachers Monthly was unavoidably
crowded out because space was not
available. The authors of this material
will hive to be patient; the articles will
be published as soon as they have been
passed upon by the editorial board. —
C. H. J.

If Men Cared Le«ii.

If men cared less for wealth and fame.

And less for battlefields and glory;
If writ in human hearts a name

Seemed better than in song and story;
If men instead of nursing pride.

Would learn to hate it and abhor it;
If more relied on L.ove to guide.

The world would be the better for it.
— M. H. Cobb.

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The State Schools

OREGON AGRICUIiTURAL
rOLUEGE.

The Viewpoint of a Country Editor
was the theme of an address given
by Mr. Ben Kuppenbender, editor of
the Nehalem Times, to the news
writing class recently. He impress-
ed upon the students the necessity
for having a definite aim in writing
a news article. That the occupation
and interest of the people expected
to read the article would partial' y
determine its content was made
plain.

The expression and public speak-
ing courses offered at Oregon. Agri-
cultural College afford students an
opportunity to become adept in fac-
ing audiences. Such courses are nec-
essary to those who expect to teach
or to assist O. A. C. in the desire to
spread information. Supported by
the various English classes which
give foundation, these courses are
particularly attractive. They are
taken advantage of by those who
know good things and want others to
know them also.

The Educational Club of the Ore-
gon Agricultural College, which was.
organized in 1914, Is composed of
those students who are taking indus-
trial educational subjects, and who
will teach agriculture, home econo-
mics, commerce, or manual training.
The club meets twice each month,
and addresses are given by visiting
educators, by members of the college
faculty, and by the students. Among
the subjects discussed the present
semester were "The Parent-Te'^chers'
Association," "New School Laws,"
"Playground Work," "The Gary
School System," and "Physical iiiuu-
cation." At each meeting reports on
the various magazines relating to
teaching, are given by diff'^rent
members of the club. The officers,
who are elected yearly, are: Claude
Sanders, Ashland, president; Fred C.
Powers, Oakland, vice president; Eva
Yates, Corvallis, secretary; Albert
Shankland, Corvallis, treasurer.

C. C. Ruth, E. O. Ferguson and J.
B. Currey, graduates of O. A. C,
have been notified that they success-
fully passed the civil service examin-
ation for assistant grain samplers.

Mr. Ruth, who hails from Umatilla
county, the banner wheat county of
Oregon, was second on the list
throughout the United States, while
Mr. Currey was eighth and Mr. Fer-
guson fourteenth. Mr. Currey is
from Olympia, Washington; Mr. Fer-
guson from Helix, Oregon.

Members of the faculty who were
in attendance on annual convention
of the Oregon State Teachers' Asso-
ciation included E. D. Ressler, secre-
tary of the association; Sarah L.
Lewis, chairman of the Home Econ-
omics division; J. A. Rexell, elected,
president of the Vocational depart-
ment; H. C. Seymour, elected chair-
man of the Agricultural division; F.
Berchtold, F. H. Shepherd, J. B.
Horner, H. C. Brandon, Dean Faw-
cett. Grace Gillett, Laura Cheney, F.
D. McLouth, Edna Flarida, Mabel
Maglnnls, H. T. Vance, L. A. Rufe-
ner, E. B. Lemon, D. G. Thayer, and
President Kerr.

Exactly 643 women from vaviousj
parts of the state, besides 76 women,
students, registered for . the Home-
Makers' Conference held during*
farmers' week, January 2-6. The
program included lectures, discus-
.sions, and demonstrations on sociaL
life; community welfare; club lead-
ership; civics; literature; art; re-
ligion; thrift; household manage-
ments and accounts; household fur-
nishing and decoration; markets;
care, preparation, and service of.
food; and child development. The
series of lectures on child develop-
ment by the well-known English spe-
cialist. Miss Alice Ravenhill of Bri-
tish Columbia, emphasized, as she re-
marked, the object of all the others
— a higher type of human being.

The winner of the first prize in
the state for junior sewing is Marian
Lowe of Owyhre. Malheur county.
She is 15 years old and in 1915 won
the first prize for canning. ThinV
ing it unfair to the other girls, she
refused to enter the canning contest
in 1916 and turned her attention to
sewing. Marian's ambition is not
confined to her own achievements,
alone, but she Is very anxious to pro-
mote enthusiasm among her mates
and it was largely through her ef-
forts that 19 of the 21 members of

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ORBGON TBAGHBRS MOimiliY

the industrial club in her ecbool were
induced to complete their work. The
prize won by Marian is a Uo weeks'
summer course at the Oregon Agri-
cultural College, where special classs-
es are conducted for the boys and
the girls who are prize winners along
the various lines of Industrial arts
and agriculture.

An innoTation at the recent farm-
ers' week conventions was the day
nursery in charge of some half dozen
Y. W. C. A. girls, who entertained
small children with story telling and
games while their mothers attended
home-makers' conference. Proceeds
were turned over to the association.

Many students in the state nign
schools of Oregon now graduate at
the end of the first semester, instead
of at the regnilar June commence-
ment. Recognizing this fact, the Or-
egon Agricultural College has made
It as convenient for students to reg-
ister at the college at the beginning
t>f the second semester as at the be-
ginning of the first semester. Stu-
ilents who are so. fortunate as to be
graduating from high school this
mid-year, may be interested (not
only in the circular, "Schools and
Departments," which is being mailed
to yon Just now), but also on the
following facts regarding second
semester registrations. Dates of
second semester registration are Feb-
ruary 5 and 6, 1917. The class
schedule is arranged to accommo-
date a large number of entering stu-
dents each year at the opening of the
second semester. First semester
courses will be repeated for new stu-
dents entering in February. Students
entering in February may, by taking
summer school work, graduate one
year earlier than by waiting until
September to register. Further de-
tailed information may be secured
by addressing the Registrar, Corval-
lis, Oregon. The College Catalogue
for 1916-17 which will be sent on
request, will give information con-
cerning the Courses of Study and en-
trance requirements.

ORBGON NORMAL SCHOOL.

During the month the faculty has
heen represented at a number of
public gatherings and parent-teacher
meetings. Miss Mabel West, librari-
an, addressed the parent-teacher as-
sociation at Newberg on the subject
of Children's Books. Mr. Pittman

spoke before a similar association at
Corvallis and also before the general
assembly at Corvallis during farmers'
week, and Mr. Evenden addressed
the Monmouth parent-teacher asso-
ciation on the subject of Child De-
velopment.

One of the pleasant social events
during the month was the party given
by the boys of the Normal ?oclety to
some of the young ladies in the stu-
dent body and to the members of the
faculty. The gymnasium was artis-
tically decorated in evergreens, mak-
ing attractive backgrounds for the
charades and other parts of the very
novel entertainment furnished by
the boys during the evening. One of
the features which gave, perhaps, the
most enjoyment was the plan of pro-
viding, the guests with 20 cents with
which to purchase from the town
stores a lunch which had to pass the
inspection of competent Judges upon
the return to the gymnasium.

The faculty has been represented
during the month by Mr. Gentle.who
read a paper entitled "A Man Who
Made Good." This paper, written
and delivered in Mr. Gentle's inimi-
table way, made a lasting impression
upon the student body. It traced
the life work and professional growth
of a young man in facing the prob-
lems of instruction and discipline
which might befall any teacher at
the present time.

Shortly before the holidays the
Normal School was visited by a part
of the legislative investigating com-
mittee appointed at the last session
of the legislature to investigate the
needs of the state educational insti-
tutions. The only members present
were Senator Stray er, of Baker, and
Representative Childs, of Browns-
ville. The two gentlemen made a
thorough two-day study of the situa-
tion at Monmouth, and appeared be-
fore the assembly on Wednesday
morning. The remarks made by Rep-
resentative Childs in regard to the
applications of teachers, and the at-
titude toward contracts were very
timely and helpful. The theme of
Senator Strayer's talk was Sympathy,
and his way of expressing the sym-
pathy which he felt for the students
for having various speakers inflicted
upon them was highly entertaining
and instructive. These men made
many friends during their brief stay

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ORBGON TIBACUBR8 MONTHLY

875

here and we would be glad to have a
repetition of the visit.

At a city election of Monmouth
held during December Prof. H. C.
Ostlen, of the mathematics depart-
ment, was unanimously elected as
mayor. "This comes after Mr. Ostien
has served the city in the capacity
of councilman for three years, and
is a flattering recognition of his in-
terest and efficiency in civic affairs.

Under the direction of Miss Laura
Kennon, of the English department,
the two divisions of the class in ad-
vanced literature dramatized Silas
Marner .adapting the story for dra-
matization, selecting the characters,
and arranging the setting. Try-outs
were held between the two sections,
and the winning section presented
It for the student body on Thursday
evening, December 14.

Friday morning, December 15, R.
A. Booth of Eugene was the speaker
in one of the finest chapel exercises
of the year. Senator Booth chose
for his subject "Success in Life."
Success in life is not to be measured
by what a man possesses but by the
sum of his life, by what his charac-
ter actually is. By countless illus-
trations and with keen desire to show
his audience the real touchstone of
success. Senator Booth drove home
his splendid address to every person
in his audience. It was a real pleas-
ure to have as the guest of the Ore-
gon Normal such a speaker as Seuti-
tor Booth, who has long been a
friend of education in Oregon.

The feature of the meeting of the
flocieties on the night of the 2 2d, the
evening before the Christmas holi-
days, was the presentation by the
three societies of the Birds' Christ-
mas Carol. This was presented un-
der the direction of Miss Kennon,
and the cast had been so well select-
ed that the presentation was of al-
most professional merit. To make
individual mention of the characters
would be to mention the entire cast,
since all the parts were so adequate-
ly portrayed. Special music during
the evening was furnished by Miss
Randall and Mr. Clark.

Thursday evening, December 21,
was the date for the annual dormi-
tory Christmas party given by the
matron, Miss Todd, and the girls of
i the dormitory. The invited guests
were the members of the faculty.
After dinner a very interesting pro-

gram was carried out by the girls,
representing an old English Christ-
mas with its various delightful cus-
toms of hanging the mistletoe, wish-
ing on the Yule log, and the burning
of evergreens. Readings were given
by students, and costumed dances,
all of which appropriately led up to
the presentation of a Victrola to the
dormitory, the Christmas present of
the year. One delightful feature of
the program was the serenade of old
English carols by members of the
glee club. Each year the party seems
to demand superlative adjectives in
its description, and each one seems
to be better than the preceding one.

Miss Todd finished her pre-vacar-
tion entertaining by being at home to
all the students on the afternoon of
Friday, the 2 2d, when each guest was
given a beautiful poinsetta — a Christ-
mas greeting from the dean of wo-
men.

The Christmas vacation for the
students was lengthened and made
much more comfortable by the kind-
ness of the Southern Pacific in fur-
nishing two special trains, one to
take the northbound students to
Portland early Saturday morning,
December 23, and the other leaving
Portland at 6 o'clock Sunday, Janu-
ary 7. The amount of extra work
which these specials Imposed upon
the Southern Pacific Company Is ap-
preciated, and their kindness in look-
ing after the comfort and welfare of
their patrons has won them the loyal
support of the Normal student body.

The Oregon Normal School facul-
ty was very largely represented at
the State Teachers' Association held
in Portland. Those present were
President and Mrs. Ackerman, Miss
Parrott, Miss Kennon, Miss Greene,
Miss Mcintosh, Miss Todd, Miss Ar-
buthnot. Miss Hoham, Miss Riecker,
Mr. Pittman, Mr. Evenden, Mr. Os-
tien and Mr. Gilmore. A number of
these were represented on the de-
partment programs, or had other
work to do in connection with the
business of the association. One of
the pleasant features of the meeting
was the opportunity which the asso-
ciation afforded for members of tho
faculty to see and visit with the grad-
uates and former students of the
school, and the big reunion of one
hundred and fifty held at the Port-
land Hotel Thursday noon was an
event long to be remembered^ ■ ^ So

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ORBGON TBACHBRS MONTHLY

successful was this that the slogan
for Normal School people for the
coming year is to be, "Meet me at
the banquet table at the state associ-
ation/' and it is confidently expected
that the number present will be dou-
bled by the meeting next year. The
state association has been universally
voted as perhaps the most successful
association held in Oregon, and much
deserved praise is due to Mr. Carle-
ton, the president of the associatioi,
and the members of the executive
committee.

The first speaker for 1917 was
Supt. Clyde T. Bonney, of The Dalles.
Supt. Honney addressed the assem-
bly on January 9 and in his happy.

inspiring way told a number of
stories on Normal School graduates
working in his county. These stories
told of the good work actually being
accomplished by graduates of this
school, and acted as a stimulus to
further endeavor in school work here
with the determination on the part
of many that what has been done by
others could be duplicated in many
districts throughout the state. Supt.
Bonney can not visit us with a mes-
sage like this too frequently, and
especially is this true since the par-
ticular mission which brought him
to Monmouth was to secure twenty-
five or thirty Normal trained teach-
ers for Wasco county.

Oregon Govermental Affairs

By BOBEBT CABLTON CX«ABK, Bngent, Ortgon

Industrial Accident Commission.

Since the establisnment of the
state industrial accident commission
in 1913 to end of last year its re-
ceipts, coming from employers, work-
men, and state, with interest on in-
vested funds, have reached almost
11,800,000. In that period more than
one half million dollars have been
paid out to injured workmen and to
widows and children of those killed.
There have been 17,459 non-fatal
accidents and 186 fatal ones reported
to the commission. These figures are
significant in showing what a large
amount of distress has been relieved
under the operation of the workmen's
compensation act.

Expense of Elections.

Our democratic government is
costly. The addition of primary
nominating election^ to general elec-
tions has added greatly to the
expense. Much of this expense is
borne by candidates for office, their
friends, or the party organizations to
which they belong. It cost almost a
year's salary for the office to elect
the successful candidate in the Mult-
nomah county congressional district.
It is estimated that the presidential
election cost the various party organ-
izations something like $25,000,000.
The state and county governments
have to bear the actual expense of
conducting an election. The cost of
the November election to the state

alone was $30,000. The expense to
the counties for election judges,
ballot boxes, etc., for 1200 precincts
would bring the total above 1100,-
000. A bill before the present legis-
lative assembly claims to reduce the
cost of such election by $25,000 in
abolishing one election judge, and by
providing that ballot boxes may be
sent by parcel post and left in cus-
tody of the chairman of the election
board. Another effective way to
reduce the cost of elections would be
to have only one. Abolish the primary
election and provide for the exercise
of first, second, and third choices at
the general election and essentially
the same result would be secured as
now under our dual system.

"Petticoat Government,*'

One city in Oregon enjoys the
unique distinction of having elected
none but women officers at the last
election. Mayor, recorder, treasurer,
and four uew councilmen (or should
I say "councilwomen"?) are all
women. Two men hold over as coun-
cilmen but they are sadly in the
minority. V matilla is the city that is
to enjoy this beneficient rule. The
new mayor has announced a policy
of economy and expresses entire con-
fidence in the ability of the women to
administer the affairs of the city
wisely. Who can doubt it? The ex-
perience of Umatilla will be watched

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877

with interest by other communities
that have vainly sought efficient gov-
ernment by man directed means.

The Socialist Vote in Oregon.

Although only about 7000 voters
registered as Socialists last year, or
only 2.4 per cent of the total regis-
tration, 27,000, or more than 10 per .
cent of the total number voting,
voted for state or local Socialist party
candidates at the last election. Ben-
son, the Socialist party presidential
candidate, received less than 10,000
votes. At the preceding presidential
election the party candidate received
13,000 votes. Throughout the
country the socialist vote has fallen
off by 160,000 in 1916 as compared
with 1912. It has been suggested
that President Wilson because of his
labor and idealistic foreign policies
was able to win about a half million
Socialist votes, perhaps enough to
elect him. In Oregon it has been
found that the Socialists are strong ar

in counties in which there is a con-
siderable logging, mill, mining, fish-
ing, or railroad population.

A liOglsUitive Year. •

The legislature began its forty day
session on January 8. The measure
adopted at the last election limiting
appropriations to amounts not to
exceed 6 per cent of expenditures for
the previous two years has committed
the assembly perforce to a policy of
economy. Some ingenuity will be
needed to make the appropriations
come within the limit prescribed be-
because the taxable property of the
state has decreased in value. The
governor in his message to the
assembly urges the abolition of use-
less boards and commissions and
points out that one of the greatest
weaknesses of our state government
is its decentralization. He recom-
mends the concentration of greater
power in the hands of the governor
alone.

Law Questions Answered

By EUf O 8. WHITE, Sal«m, Ongon

Under this head Elmo S. White, of the Marion County Bar, will endearor to answer
sQch questions of law as our readers may care to ask. Conformably with the established
policy of this magazine to be of the greatest usefulness possible, there will be no charge for
this service. Questions will be answered in the next issue after receipt whenever possible.
Erery question must be accompanied by the name and address of the inquirer, but these will
not be published unless the person so desires. Questions accompanied by a fee of one dollar
will be answered by mail as quickly as possible and will not be published unless requested
by sender. Address all communications to Attorney Elmo S. White, Masonic Temple
S»l«m, Oregon.

"Mr. White: Can an Oregon real
estate agent collect a commission for
selling a parcel of a school's real
property located in this state, where
no written agreement was ever made
with him to that effect?"

Answer: No; (Section 808 Lord's
Oregon Laws). Our supreme court,
in a recent case holds thus: "Under
the statute of frauds of this Ftate an
unwritten authority to sell real es-
tate is absolutely void; such an au-
thority, in order to entitle the broker
to compensation must be signed by
the party to be charged and state
what the compensation is to be." —
(Taggart v. Hunter, 78 Or. 139; 152
Pac. 871).

"Dear Mr. White: A friend of
mine has had exceptionally bad luck
lately and can not pay his debts now,
though later on he probably can. His

home is paid for. Can those whom
he owes take his little home away
from him and his family and turn
them into the highway?"

Answer: No; not if it is paid for
and the family lives in the home own-
ed by some member of the family
and claim it as their abode, giving
to the officer of the law the legal
description thereof (if he serves them
with papers) any time before a Judi-
cial sale thereof is held; and provid-
ed it does not "exceed |1500 in value
nor 160 acres in extent if not located
in town or city laid off into blocks
and lots; if located in any such town
or city, then it shall not exceed one
block; but in no instance shall It be
reduced to less than twenty acres nor
one lot, regardless of value." —
(Lord's Oregon Laws,* Sections 221
and 222). It must be understood
that this right is one which is meant

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ORBGON TEIACHBRS MONTHLY

for the protection of the family, and
only if they choose to take advantage
If it. It therefore can be waived.
Thus, if your friend and his wife
should have mortgaged the home,
and fail to pay the mortgage off, up-
on foreclosure of the mortgage the
home could be sold away from the
family; likewise, if they should
move away, so that the place would
no longer be their home. Even
though death should remove the
member of the. family owing the debt,
e. g., the father, the property would
continue exempt, and, if not devised
or conveyed, would, exempt from his
previous debts, descend to his heirs.
If the home were not paid for, of
course it would not be exempt from
a claim for money due and unpaid
upon its purchase price.

"Attorney Elmo S. White: I hold
a note given in this state to me eight
years ago, due one year after its
date. Nothing has been paid me
upon it. Is it collectible?"

Answer: Not if its signer takes
advantage of the Oregon Statute of

Limitations (Lord's Oregon Laws,
Section 6), which permits a note to
"outlaw" six years from the date
when due. If any payment Jum 1)een
made on the note, or, tf you can get
your debtor to make a payment, no
matter how small, any time, the note
will jbe "renewed" for another period
of six years from the date of the pay-
ment. The Oregon law does not can-
cel the debt if not paid within six
years from the date when due, but
says, in effect, that if the unpaid
creditor does not protect his own in-
terests by bringing action at law to
enforce collection within six years
after due, or after the latest payment
if same has been made after the due
date, he will not be permitted by law
to bring action after that length of
time to recover his money, for such
old matters can not be allowed to be
continuously coming up to disturb
the even tenor of the community's
way, at a time when» perhaps, wit-
nesses have died or removed from the
state, and when it would be difficult
for impartial minds to discover the
real truth.

Studies of Famous Pictures

A complete list of other famoui pictures will be mailed free on application to Parker Estate,

Taylorrihe, Illinois.

LINCOLN — SAINT GAUDBNS.

By L. Eveline Morritt

In 1887 there was unveiled in Lin-
coln Park, Chicago, a statue which
was conceded at tbat time to be
great. It stands near the entrance
of the park today and as one ap-
proaches it he realizes that the feel-
ing for it has not abated. It is still
considered a great statue; in fact, it
seems to grow in appeal rather than
diminish. The question that arises
jg — how does this particular statue
have such a universal appeal? The
answer to the query will explain the
greatnesss in all works of arts, and
is of course due largely to the artist
himself.

We know from that that Saint
Gaudens was an artist who valued
Individual character, personality,
above mere beauty of form. It was
the beauty of the inner life that ap-
pealed to him rather than that of the
outward expression. He was a man

who entered intimately and sympa-
thetically into any theme upon which
he was working. His imagination
aided him to see relationships, to un-
derstand character. He, too, was
quick to see what gesture or attitade
would best express that character.
The essentials for telling the story
were emphasized by him while un-
important details were either ignored
or subordinated to the whole. The
essentials, too, were put together ac-
cording to the best known rules of
composition. When a master mind
and master hand deal with a great
theme the result inevitably stirs
men's souls.

It is unnecessary here to recall the
facts in Lincoln's life or of the times
during which he so successfully led
our nation. His was a wonderfnlly
versatile spirit. That * awkward.
gaunt, homely figure was the home
of one of the finest, at the same time
strongest, natures. His Intellect was
unsurpassed. He had wonderful ex-

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OREGON TBACHBRS MONTHLY

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ecutive ability and yet was of such a
sympathetic nature that he was well
beloved of the common people. He
was a great orator and yet unassum-
ing in attitude. He felt keenly the
burden laid upon him and was sad-
dened by the inevitable conflict. His
was a personality of power; power
of intellect, power of leadership,
power of oratory, power of sympathy,
power of moral purity and purpose.
What a problem must have con-
fronted Saint Gaudens to represent
in a single statue all those qualities!

but all time and all activities are sug-
gested in the moment and attitude
selected. So, although this statue 1b
purely American in conception, it is
classic in ideal.

As one approaches the park, he is
impressed by the wonderful harmony
of the whole group in its setting. Thia
was obtained through the joint work
of Saint Gaudens and the architect
Stanford White. They tested the ef-
fect from all points of view and troixk
all distances and stopped only whem

In solving that problem Saint Gau-
dens acted upon the lesson taught
through the highest classic sculp-
ture. The Greek always chose to
represent that moment which Just
preceded the crucial moment. Action
was thus represented symbolically
rather than actually. Dramatic ef-
fect was obtained through the very
repose of the figure. Thus Saint
Gaudens did not choose any particu-
larly eventful period in Lincoln's
life, neither did he choose any es-
pecial phase of his various activities,

they felt that the general effect was
the best.

There is a slightly raised platform
60 feet wide by 30 feet in depths
around three sides of which cnrvea
a stone seat. From this platfomk
rises the pedestal. On this is a mass-
ive chair, in front of which, as though:
he had just risen, stands the talU
slim figure with bowed head. Alt
this is seen at the first glance and is
most satisfying to the eye, Just a&
any fine design gives a feeling of sat-
isfaction. On nearer approach one

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ORKGOHf TBACHSRS MONTHLY

detail after another disappears from
view till one stands gazing into that
fine, sad, thoughtful face of great-
ness. All this surely shows consum-
mate skill on the part of the artist.

Let us now stand there and force
ourselyes to study the group in detail
and try to understand what the art-
ist has done and how and why. In
the first place, why is a chair intro-
duced? If a chair must be present,
why is Lincoln not seated in it? That
is part of the symbolism to which ref-
erence has been made. The large
chair with its American eagle in low
relief on the back is very evidently
the "chair of state." Had Lincoln
been seated it would have represent-
ed the executive leader only. Since
he has just risen, both the executive
leader and the active worker are sug-
gested at one and the same time.

Lincoln stands firmly and calmly
with the left foot slightly advanced,
his left hand holding the lapel of his
coat while the right hand is behind
his back. This produces a perfect
balance of the figure and is at the
same time a characteristic gesture of
the man. The head is bent forward
slightly, although the figure itself is
erect. In the face is depicted all the
pathos of the times, the kindly, sym-
pathetic feeling for all. It seems
almost lost in thought, yet there is
depicted a courage to dare and to do
and the intellect to know what to do
and how. He is probably about to
address an audience. Behind that
quiet, calm dignity is felt an energy
to remove all obstacles. That man
would first find out what was right
and do it whatever the cost. Saint
Gaudens has understood the real Lin-
coln and given it to the world /or all
time.

Printing was often used by Saint
Gaudens as a part of the general ef-
fect. The inscriptions here have been
placed on the back of the stone seat
which curves around three sides of
the platform. In the center is Lin-
coln's name with the dates of his
birth and death. On either side is a
n notation from the address made by
Lincoln at Cooper Union in New York
City in 1860. At one end is, "With
nhalice toward none, with charity for
ali, with firmness in the right as God
^ves us to know the right, let us
^irive on"; and on the opposite side,
'*Let us have faith that right makes
ihi^ht, and in the faith let us to the

end dare to do our duty as we under-
stand it." The figure itself is bronze
and is 11^ feet high.

There are three things which make
this a great statue and will assure its
living with other works of art: (1)
The idea behind the conception is
universal in its appeal; (2) the crea-
tion has been worked out in accord-
ance with the laws of compositioii;
(3) the technical skill of the artist
is of a high order. In studying the
statue closely the details come out
more clearly. In fact, all details are
brought out carefully and accurately,
yet in such a way that they are sub-
ordinate to the whole and enhance
the effect of the whole. Saint Gau-
dens is probably the only sculptor
who has succeeded in producing grace
in the modern costume. He seemed'
to hesitate at nothing provided that
thing could be made to express indi-
vidual character.

So the Lincoln stands there at the
entrance of a public park in a hust-
ling, bustling city where all may lin-
ger and think of the life of this great
man as depicted by a great artist.

WASHINGTON— STUART.

By WUUam C. Casey
In the sunny meadows of old Vir-
ginia, over a hundred and sixty years
ago a bright-eyed little boy played in
the clear waters of the brook. He
might have been the sun-kissed bare-
foot lad of Whittier's poem or the
gay, rollicking prince of the arOst's
painting for he was such a boy as
they have pictured — merry and true
hearted!

What school lad has not romped
with George Washington, If only In
fancy, over those same Vir^nia
acres? Who has not followed him in
the soldier drills of the schoolground
or watched with breathless interest
his mad dash on the high spirited
colt? Who of us has not heard, too,
his honest words by the fallen cherry
tree or read with interest his rules
of politeness in the bold, round writ-
ing of his copy book?

We have seen him as a dauntless
youth hurrying through miles of
trackless forests in the service of his
native state. As the hero of manr
Indian battles and the greatest sol-
dier in Virginia, we know him in his
early manhood. When the merry
making of the Boston T^ Party was

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381

hushed ia the echoing hoof beats of
Paul Revere's famous steed we have
seen him called to lead the patriot
hosts of the nation. •

General Washington! What Amer-
ican boy or girl is not thrilled by a
hundred daring charges of that great
war. Fresh in our memory is that
Journey on the ice-blocked water of
the Delaware. We, too, have bowed
in reverence in that sacred hour
when the general of a great artny
knelt in prayer on the snow of Valley
Forge. How we rejoiced as did the

native land, a new ambition, greater
than he had ever known, thrilled the
painter. One character above all oth-
ers he wished to paint. The heroic
Washington, man among men, im-
pressed him as no other had ever
done. When news of the election of
Washington as president of his native
country reached England, the artist
waited no longer. Wealth and fame
were given up as he left for America.
What pleasant memories must
cluster about a picturesque little
stone building oh the outskirts of

patriots of old when the Yorktown
victory was heralded everywhere!

Far away in England an artist
beard of the same glorious victory.
He, too, was a patriot whose boyhood
days had been spent amid these same
stirring scenes. But when the sounds
of battle startled the Americans they
no longer bought his paintings and
he had gone to England where his
fame had grown rapidly. Kings in
their Jewel robes, great generals in
their glittering uniforms, nobles and
princes were flocking to his studio. •

When peace was restored to his

Philadelphia. There it was within
those vine covered walls, that balmy
spring breezes found Washington in
black velvet uniform, lace and ruf-
fles sitting for his portrait. At his
side might have been seen, from
time to time, the president's wife in
quaint lace cap and kerchief, busily
knitting. Occasionally his favorite
generals, Knox and Lee, would ac-
company him and pass the hours with
conversation "elegant and refined."
Rapidly sped the days and weeks in
such pleasant companionship as this
and the portrait was , finished, at last.

Digitized by VjOOQlt

382

ORBGON TBAOHBR8 MOBTTmY

One crkic'B greatest objection to
the portrait is a certain feebleness
about the lines of the mouth. But
the difficulty under which the artist
labored when painting the lines of
the mouth has become of historic in-
terest. Nothing less than an ill-
fitting set of false teeth proved the
real difficulty. Said the artist, "When
I painted Washington he had just
had a set of false teeth inserted,
which accounts for the constrained
expression so noticeable about the
mouth and lower part of the face."
In spite of this the artist has so skill-
fully passed over the defect, that the
straight, firmly-set lips and broad,
rounded chin detract very little If
any from the strength. and dignity of
the entire head. Again some critics
regret that the artist did not chance
to meet Washington when the latter
was in the full bloom of youth. Some
would welcome with greater Interest
a portrait of a more youthful Wash-
ington mounted on prancing steed In
all the glory of a general's uniform.
Since its exhibition in 179.5 it has
come to be the standard portrait of
Washington. So pleased with the
work was the artist that he purpose-
ly neglected to finish the background
in order to keep it with him. Several
months passed and at last he asked
Washington's consent to keep the
original provided he would make him
a copy. To this the president kindly
consented and the portrait remained
with the painter. Happily for him,
when in need of money, he had only
to make a copy or two and sell them.
Little wonder that In his delight he
called it his "Hundred Dollar Bill or
Nest Egg." At his death it was pur-
chased by the Washington Associa-
tion and presented in 1831 to the
Boston Athaenaeum. Since that time
it has been called the Athaenaeum
portrait of Washington. Today it
hangs with a similar portrait of Mar-
tha Washington in the Allston Hoom
at the Boston Museum of Fine Arts.
Few portaits in the history of art
are more widely known. From it
comes the world's impression of
Washington's appearance. Over two
hundred times engraved it Is seen In
the school rooms and homes of many
nations, while postage stamps and
bank notes carry it to all parts of
the country. Years will remove far-
ther and farther those scenes in
which Washington lived and talked

among men. But the nation's chil-
dren for centuries to come need only
to pause before the serious noble face
of this great painting to share with
those patriots of old, the wise coun-
sel and the blessing of the nation's
father.

other 8cli€»ol Pap«n.

During the institute season, thous-
ands of subscriptions were taken of
other school papers clubbed with the
Oregron Teachers Mohthly. Some mis-
takes have undoubtedly been made, in
fact it would be strange if many mis-
takes were not made In handling such
a large business. We hope that any
one who had subscribed for a maga-
zine and is not getting It will notify
us promptly. Every effort will be made
to rectify all mistakes that may be
called to our attention.-^. H. J.

Sobseriptloiis In December.

Such a very large '^number of sub-
scriptions to the Oregon Teachers
Monthly were taken in December, and
in handling all of these it will not be
strange if some mistakes may have oc-
curred. It is hoped that teachers will
be patient and if any mistakes have
been made, they will write to us as
soon as possible and ask for correc-
tions.— C. H. J.

teachers: wanted

SI 00 to St 30 MONTH

All teachers should try the U. S. Gorera-
ment examinations soon to be held thronffa*
out the entire country. The positions to be
filled pay from $1200 to flBOO; have khort
hours and annual vacations, with full pay.

Those interested should write immediate^
to Franklin Institute, Dept. T 240, Rochester.
N. Y., for schedule showing all examination
dates and places and large descriptive book,
showing the positions obtainable and giving
many sample examination questions, whi^
will be sent free of charge.

THE PORTLAND OFFICE OF THE

FISK TEA0HEB8' AGENOT

WELCOMES

Teachers for all kinds of
teaching positions. We
are known from the At-
lantic to the Pacific
Coast and can locate vov
in a more satisfactory
uosition than vou could
rind for yourself. We
inske prompt replies to
all inquiries, furnish the
best available teachers
for all positions.

Send us your address
and we shall be glad to
mail you full particulars.

J. N. ELLIOTT.
614 Jonrnal SnUdinc. Portland. OregoB.

Digitized by V^OO^ l^

ON TBACHKR9 MONTHLY

383

il

THE NEW YEAR

is a good time to begin the use of
FASSETT'S

BEACON SYSTEM OF TEACHING PRI-
MARY READING

the reading method, simple direct, and understandable.

It means much less work for the teacher because it includes no
blend difficulties, no families to learn, no diacritical marks, no
backing into new words, no expensive manual for teachers.
Drop us a postcard for **A Few Facts About Phonetics*' sent
free of charge.

CINN S^COTN^PMNY

20 Second St., San Francisco

A. E. Shumate,
Agent

136 Third St.,
Portland, Oregon.

ELMO S. WHITE
Lawyer

V. 8. PATENTS SECXTBED
OENEBAIj UIW PBACTICE

402 Masonic Temple, Salem, Oregon.

SCHOOL SUPPLIES

Catalogue mailed free to Teachers. Speakers,
Recitations, Dialogues, Plays, Marches, Drills,
Exercises, Celebrations, Entertainments,
Games, Songs. Reward and Gift Cards,
Drawing, Sewing, Number, Reading, Alphabet
and Busy-work Cards, Reports, Records,
Drawing Stencils, Blackboard Stencils, Maps,
Globes, all School Goods. Address to

A. J. FOUOH ft CO.,

WABBEN. FA.

1

;

kx - - • Tl =3=

1

p^=^^i

1

1

^ -^- -i

5

a

\

Western Venetiai Blinds

For School Room Windows

They soften bright sunlight, yet supply
an abundance of light.

They also supply perfect ventilation
Write for illustrated booklet.

Western Blind & Screen Company

2708 Long Beach Ave., Los Angeles, Cal.

Digitized by V^OOQ Ik^

Membership in Ike State Teachers' Association

The following are the names of
teachers who became members of the

State Teachers' Association by jab-
scrlbing for the Oregon Teachers
Monthly, in addition to those published
in the January number, for the year
ending December 31, 1916:

1677 C. Pearl Yoder, Hubbard

1678 Minnie M. Herman, Myrtle Point

1679 Lulu Miller, Empire

1680 Lucile Brackett, Portland

1681 Myrtle McNeill, Lents

1682 H. W. Ager, Lents

1683 Frederick L. Rice, Bend

1684 Ethel Craig. Silverton

1685 J. G. French. Salem

1686 V. V. Willis, Turner

1687 B. P. Alexander. Merrill

1688 Winifred Dennis, Portland

1689 Mattie Leehmann, Lakevievv

1690 Ina V. Johnson, Heppner

1691 N. W. Bowland, Oregon City

1692 J. F. Axley, Salem

1693 Maude Hooper, Cottage Grove

1694 Geo. W. Murphy, Riddle

1695 Hallie Thomas, Portland

1696 Incy Baker, Portland

1697 Frances Barnes, Portland

1698 Grace DeGraff, Portland

1699 Hopkin Jenkins, Portland

1700 J. H. Ackerman, Monmouth

1701 Ella Thacker, Albany

1702 Nellie J. Parrish, Merrill

1703 N. Isa Hoskins, Oregon City

1704 Burgess F. Ford, Jefferson

1705 J. B. V. Butler, Monmouth

1706 L. L. GK>oding, Harrisburg

1707 Marjorie Speed, Halfway

1708 P. J. Kunts, Rainier

1709 Elmer F. Goodwin, Greshan.

1710 H. L. Bates, Forest Grove

1711 I. B. Warner, The Dalles

1712 Anne B. Swezey, Salem

1713 O. D. Byers, Albany

1714 Fay Clark, Vale

1715 Letitia Shewey, Lexington

1716 R. P. Goin, Toledo

1717 Mrs. A. E. Ivanhoe. LaGranao

1718 A P. Armstrong, Portland

1719 H. C. Baghman, Prineville

1720 Alfred Powers, Oakland

1721 P. H. Berg, Dallas

1722 C. F. Grover, Orenco

1723 Frances Clark. Burns

1724 Leota Sloan, Newberg

1725 Lellah Foster, Antelope

1726 Ada Grimes, Prineville

1727 Louie Russell, Redmond

1728 Mrs. May Wigle, Prineville

1729 Hatta F. Garden. Bend

1730 Mrs. M. B. Grant, Sisters

1731 Rose Lillie, Tumalo

1732 Effie Newman, Alfalfa

1733 Etta James, Tumalo

1734 Elizabeth Beier. Prineville

1735 Mary H. Prieshoff, Brothers

1736 J. W. Crites, Hood River

1737 Mrs. Lillian Watts, Culver

1738 I. E. Young, Pendleton

1739 H. J. Simmons, Fossil

1740 Lela C. Erickson, McMinnvillc

1741 Mrs. F. H. Morrison, Dallas

1742 J. C. Conley, Enterprise

1743 J. C. Nelson, Salem

1744 C. E. Oliver, Lakeview

1745 Lilly Crapson, Tillamook

1746 Mrs. M. C. Case, Hillsboro

1747 Edna Metcalf, Portland

1748 E. M. Hussong, Astoria

1749 A. R. Draper, Portland

1750 R. E. Chloupek, Pendleton

1751 F. A. Tiedgen, Marshfield

1762 A. D. Hulburd. Astoria

1763 Gertrude Greathouse, Portland

1764 Madge Hill. Portland

1765 L A. Melendy, Portalnd
1756 G. R. Robinson, Weston

1767 Alice H. Collier, Portland

1768 David S. North. Corvallis

1769 C. W. Beottlcher, Albany

1760 F. H. Shepherd, Corvallis

1761 J. K. Hart. Portland

1762 Maude MacPherson. PortalDd

1763 Marie Falb, Portland

1764 Wilhelmine Koerth, The Dalies

1765 Nan Miller. Forest Grove

1766 J. F. Grubbs. Portland

1767 H. J. Elliott, Perrydale

1768 C. A. Davidson, Myrtle Poini

1769 F. G. Franklin, Albany

1770 V. Meldo Hillis, Medford

1771 Ida V. Turney. Eugene

1772 Beee Owens, Dallas

1773 S. S. Duncan, McMinnville

1774 W. T. Foster, Portland

1775 H. R. Marsh, Glendale

1776 J. E. Myers. Prineville

1777 E. T. Moores, Salem

1778 John W. I* Smith, Salem

1779 M. M. Sampson, Portalnd

1780 Verdi Monroe, Portland

1781 Jennie Richardson, Portlana

1782 Frances Myers, Forest Grove

1783 Esther Kane, Portland

1784 Kate Protzman. Portalnd

1785 C. M. Kiggins, Portland

1786 Nort B. Green. Portland

1787 Johanna Cramer, Portland

1788 John W. Todd, Salem

1789 Ray W. Logan. LaGrande

1790 A. H. Sprolue, Portland

1791 Chas. A. Rice, Portland

1792 C. R. Bowman, Klaamth Falls

1793 A. C. Hampton. LaGrande

1794 L. R. Alderman, Portland

1795 Jesse McCord, Portland

1796 Laura H. Kennon. Monmouth

1797 A. E. Shumate. Portland

1798 H. L. Hussong, Astoria

1799 R. W. Broecker, Eugene

1800 Janette N. Elliott, Portland

1801 Lucy E. Humphreys, Portland

1802 Ethel M. Smith, Portland

1803 Floyd D. Moore, Dallas

1804 J. Wesley Smith. Prineville

1805 R. W. Rose. Molalla

1806 V. Myrtle Copenhaver, Warrenton

1807 C. P. Coe. McMinnville

1808 Frances Dewar, Portland

1809 Wm. Parker, Portland

1810 Anna Johnson. Portland

1811 Helen Bennett, Portland

1812 Belle Eade, Portland

1813 Rosa E. Smith, Portland

1814 Edith Nordeen, Portland

1815 Mrs. Georgia Swafford. Portland

1816 Queen Lynn, Portland

1817 Evelyn Cormack, Portland

1818 Maude Laman, Portalnd

1819 Lucy Parker, Portland

1820 Gertrude Ost, Portland

1821 Matilda Leverman, Portland

1822 Sada V. Brown, Portalnd

1823 Imo Clifton, Portland

1824 Juanita V. Parker. Grants Pass

1825 H. Angenette Crissey, Portland

1826 Maude Cooke, Portland

1827 Minerva Thiessen, Clatskanie

1828 Nellie M. Stevens, Portland

1829 Kate Casto, Milwaukie

Digitized by LjOOQ IC

ORBGOFT TBACHfiRS MONTHLY 385

Digitized by VjOOQ IC

886

ORBGON TBACHBRS MOMTHLY

1830 B. W. DeBufik, Eugrene 1916

1831 Jessie Wilde. Lebanon 1916

1832 Clara A. Hettingrer. Portland 1917

1833 Li. p. Gllmore, Monmouth 1918

1834 D. A. Thomburgr, Seattle, Wa. 1919

1835 J. A. Bexell, Corvallis 1920

1836 E. J. Moore. Eugrene 1921

1837 W. A. Dickson. Portland 1922

1838 E. T. Faltins. Portland 1923

1839 W. E. Dolde. Phoenix 1924

1840 M. L. Cummingrs, Eugene 1926

1841 Caroline A. Barnes. Portland 1926

1842 Robert Goetz. Milwaukle 1927
1842 Alice Hugrhes. Portland 1928
1844 F. L. Stetson, Eugene 1929
1846 Ben H. Williams, Eugene 1930

1846 Lauis Barzee, Lents 1931

1847 W. C. Alderson. Portland 1932

1848 Susan B. Dinsmore, Eugene 1933

1849 Estella B. Parker. Portland 1934

1850 Edith Alderosn, Portland 1935

1851 Mabel Albee. Mill City 1936

1862 Nellie Albee. Mill City 1937

1863 Elsie Pruner. Gates 1938
1854 C. W. Tenney. Helena. Mont. 1939

1865 Alberta M. Greene. Monmoutn 1940

1866 Lucile Chase. Eugene 1941
1857 H. W. Turner. Salem 1942
1868 A. B. Turner, Junction City 1943

1859 Jessie V. Miller. Salem 1944

1860 Luella M. Knapp. Portland 1946

1861 Lena Nealond. Portland 1946

1862 Ella Thompson. Portland 1947

1863 Vieva Walker. Lents 1948

1864 Matie B. Train. Lents 1949
1866 Mrs. H. Lee aGrden. Bandon I960

1866 Elsie Calkins. Ft. Klamath 1961

1867 Evelyn Fatland, Ft. Klamath 1952

1868 R. G. Stafford, Portland 1963

1869 Anna Sorensen. Portland 1954

1870 LiUie D. Thomas. Portland 1955

1871 George F. Sanders, Tillamook 1966

1872 Leidk H. Mills. Portland 1967

1873 Mrs. Emilie Shaw. Mllwaukie 1958

1874 Alice Joyce. Portland 1969
1876 C. V. Kilgore. Portland I960

1876 Mrs. Anna Read. Portland 1961

1877 Sarah E. Tousey. Portland 1962

1878 Nellie Lee Jones, Portland 1963

1879 Alverta Kraeft, Portland 1964

1880 E. H. Whitney. Portland 1966

1881 Emma L. Bircher. Portland 1966

1882 S. F. Ball. Portland 1967

1883 Adele Lovell. Oswego 1968

1884 Mrs. Helen Workman. Portland 1969

1885 Lula Parmely. Portland 1970

1886 Eric P. Bolt. Bend 1971

1887 J. W. Shantin. Sutherlln 1972

1888 Maybelle-E. Ross, Portland 1973

1889 J. W. Noblet. Coquille 1974

1890 J. J. Kraps, Salem 1975

1891 Nellie Fawcett. Portland 1976

1892 D. T. VanTlne, Portland 1977

1893 Bess Shepherd. McMinnville 1978

1894 Anna Dudley, Portland 1979

1895 I. N. Garman. Portland 1980

1896 A. P. Patten. Hillsboro 1981

1897 P. H. White. Portland 1982

1898 C. M. Stafford, Portland 1983

1899 G. E. Jamison. Portland 1984

1900 N. C. Maris, Salem 1985

1901 Carol M. Hoge. Lents 1986

1902 Mrs. M. B. Hogue. Lents 1987

1903 L. H. Baker. Portland 1988

1904 Mary Mancur. Portland 1989
1906 J. Percy Wells. Jacksonville 1990

1906 Emma H. Richards. Portland 1991

1907 Ruth Richards. Sprlngwater 1992

1908 A. O. Freel. Portland 1993

1909 Annie J. Young. Milwaukie 1994

1910 Mrs. W. A. Barnum. Oregon City 1996

1911 Ada C. McLaughlin. Mllwaukie 1996

1912 lima L. Beager. Cottage Grove 1997

1913 Helen Woodring. Portland 1998

1914 Vida Evans. Shanlko 1999

Irene Rippley, Portland
Mrs. Laura Mack, Sanda
Vivian Toung, Moscow, Idaho
Lilli Schmidli. Portland
Rosa B. Parrott, Monmouth
F. N. Haroun. Portland
Lena Ayers. Portland
Emily O'Malley. Portland
Alda Overstreet. Portland
Myrtle A. Weeks. Portland
Marcia Romig. Portland
Mrs. Meta G. Watson. Portland
Vava Burns. Portland
Helen Petsch. Portland
Crilla Bhonkwiler. Portland
Elizabeth Keber. Portland
Violet Johnson. Portland
Mabel Peterson. Portland
Nelle Crout, Portland
L. A. Read. Gladstone
Frances E. Smith, Portland
Maude K. Darnall. Lents
Marie Meagher. Portland
Marion Dickey. Portland
Lulu George, Portland
Pansy Tult Milwaukie
Ethel Evarts, Lents

A. F. Hershner. Lents
Grace MacKinzie. Portland
Christine Bergsvik. Portland
Charlotte Ballin. Portland
Edith Lewis. Portland
Anne Donovan. Portland
Margaret Seiple. Portland
Ruble Goulet. Portland
Pearl Ellis, Portland
Nellie Workman, Weston
Maybelle Lloyd. Lents
Gertrude Hanks. Bend
Inez Penn. Bend

Elmer Brown. Portland
J. C. Ryan. Troutdale
L. K. Bpley. Philomath
Mrs. Mina Epley. Philomath

B. A. Thozter. Portland
Mrs. L. W. Ausmus. Portland
Delia P. Sharpless. Portland
Delpha Hammond, Portland
Olive Hallingby. Portland
Marian Bolin. Portland

Mrs. Carrie Moreland. Portland
Winifred Hawley, Portland
Virlena Ambrose. Portland
Edith Corrillson, Portland
Flake Howard, Portland
Anna Davies, Portland
May Jefferson. Portalnd
Louise Hoefer, Portland
Addle Clark. Portland
Margaret Conway, Portland
May Pike, Portland
Chas. H. Boyd. Portland
Mrs. E. H. Wilkins. Portland
Mrs. E. B. Parker. Portland
Ruth Turner, Portland
Mary Gene Smith. Portland
Mrs. A. E. Myers, Portland
Grace Davis* Portland
Mae Ziegler. Portland
Catherine Graves, Portland
Lillie Hendrickson. Portland
Winifred Winnard, Portland
R. L. Edwards. Portland
E. E. DeCou. Eugene
Mrs. A. A. Sanborn. Portland
Lyla Ransom. Portland
Genevieve Shaver. Sutherlln
Mrs. L. Marshall, Portland
Kathcrine McMillan. Portland
Anna Gately, Portland
R. E. Winger, Gaston
Effie Carlson Smith, Portland
A. F. Bittner, Portland

C. R. Holloway, Portland
Robert Krohn, Portland

Digitized by VjOOQIC

ORKGON TBACHBRS MONTHLY 887

ANNOUNCEMENTS

OF THE

OREGON NORMAL SCHOOL

1. Teachers' Short Course begins April 2, 1917.

(a) Regular Courses offered,

(b) Elementary Teachers' Training Course prescribed
by Oregon School Law, Sections 28 and 31.

2. Summer Term begins June 18, 1917.
Courses offered:

(a) Regular Courses leading to graduation.

(b) Special methods for elementary grades.

(c) Elementary Teachers' Training Course.

(d) Rural School Course.

(e) Special methods for principals and city superin-
tendents.

Catalog ready for distribution April 1, 1917.

3. Fall semester begins September 10, 1917. ^
(a) Regular courses offered.

For further particulars address

J. H. ACKERMAN, President, Monmouth, Oregon.
^» •♦♦•♦♦♦♦ ♦♦♦♦♦♦♦♦♦•♦♦♦♦•♦♦•♦♦♦♦•♦♦•♦♦♦•••♦••»»»»»»»w^

Digitized by VjOOQ IC

888

OREGON TBACHBRS MONTIULY

2000 Warren D. Smith, Eugrene

2001 Lucile Hayes, Rainier

2002 Edna L. Mills, Forest Grove

2003 Lillian Tingle, Portland

2004 Grace P. Glllett, CorvalHs

2005 Sarah L. Lewis. Corvallis

2006 Gertrude Conroy, Portland

2007 Eva Jackson, Prlneville

2008 Anna Bergrman, Astoria

2009 A. N. French, Egenue

2010 S. S. Chambers. Mllwaukie

2011 L. H. Strong. Portland

2012 Ragnhild. Stromberg, Portland

2013 Perle Leibo, Bend
2014

2015 Mary Peery, Portland

2016 Estella A. Hell. Portland

2017 Mary E. Lemon, Portland

2018 Alma Harris, Portland

2019 Florence R. Harris, Portland

2020 Mary A. Harris, Portland

2021 Arthur K. Trenhold. Portland

2022 H. C. Brandon, Corvallis

2023 L. L. Summers. Portland

2024 J. L. Whitman, Pendleton

2025 Leona Larrabee. Portland

2026 Naomi Stengel, Portland

2027 P. B. Arant. Cove

2028 A. P. McKlnley, Portland

2029 L. D. Roberts. Portland

2030 Ella McDonough. Portland

2031 H. E. Monroe, Portland

2032 Vivian Mikle, Portland

2033 Mary F. Hamilton. Portland

2034 C. C. Thomason, Portland

2035 Carolyn Evarts, Portland

2036 Maud Chollar. Portland

2037 W. T. Fletcher. Portland

2038 Ruth Anunsen, Portland

2039 Rosealma Thlbert, Portland

2040 Anna Q. Moore, Portland

2041 Paulina Rossner. Portland

2042 Emma O. Pickler, Portland

2043 Marie Luders, Portland

2044 Mrs. Blanche Macaulay, Portland

2045 H. B. Blough, Portland

2046 Irene Carter, Portland

2047 Georgia C. Barry, Astoria

2048 Mae Blayney, Portland

2049 Medora Whitfield, Portland

2050 Blanche Comstock, Portland

2051 Evangeline Roche, Portland

2052 Emeroi A. Stacy, Portland

2053 P. E. Schwabe. Portland

2054 F. J. Spangle, Dufur

2055 Vera Hughes. Fossil

2056 Myrtle M. Baker, Portland

2057 Jennie Darnall, The Dalles

2058 Zella Dimmock. Newberg

2059 Edna B. Gray, Clackamas

2060 Guy Powell, Hay Creek

2061 J. P. Tyrell. Medford

2062 J. J. Mills, Canby

2063 M. J. Clapp, Vancouver, Wn.

2064 Mrs. J. R. Harrison, Lebanon

2065 Golda E. Mumma, Vernonia

2066 J. R. Landers, Boulder, Colo.

2067 Fanchon Elliott, Pendleton

2068 Ethel Hoffman, LaGrande

2069 Gertrude S. Grahame, Portland

2070 Emma Aplegate. The Dalleb

2071 Mrs. Florence Root, Marshfield

2072 O. V. W^hite. Scio

2073 Mrs. J. W^. Wroten, Jordan Valley

2074 Georf?ia Wright, Union

2075 Public Library, LaGrande

2076 Belle Slate, Tangent

2077 Zelia Hazelton. Portland

2078 C. Keturah Likely, Portlana

2079 Mrs. Jean P. McCracken, Portland

2080 Josephine M. Roche. Portland

2081 Anna B. Neuman, Pleasant Home

2082 Edna B. Allen. Portland

2083 Mrs. Chas. A. King, Corvallis

2084 J. H. McDonald. Salem

2086 Daisy Newhouse, Newberg

2086 Lovina Spalding, Lonerock

2087 Emma E. Barette, Portland

2088 Elizabeth Fitz, Portland

2089 Bertha Palmer, Portland

2090 Elsa Ohle, Portland

2091 Nettie Richardson. Portland

2092 Alma Wickander. Portland

2093 Septima Ansley, Portland

2094 Myrtle Chandler, LaGrande

2095 E. E. Arant, Union

2096 C. E. Fergson, Portland

2097 Ellen Nelson, Portland

2098 Mrs. Harriet S. Shields, Portland

2099 Benedictine Sisters, Portland

2100 Margaret Percefull, Portland

2101 Helen Gould, Pendleton

2102 Ruth Westerman, Yamhill

2103 Maude E. Leadsworth, LaGrande

2104 Intha Irvine, Salem

2105 Louise Wyvel, Milwaukle

2106 Crystal M. Pratt, Wapinitia

2107 F. E. Bornemann, LaGrande

2108 Alice M. Lund, Flora

2109 J. W. Branstator. Seaside

2110 P. E. Chrlstensen. Alicel

2111 R. D. Taylor, Portland

2112 Elsie VonWintzinglrode, Portland

Certlfleate Ifo. 2014.

During the State Teachers' Meeting
in Portland, certificate of membership
2014 was given to some teacher; unfor-
tunately the stub to this certificate was
not filled out so we do not have the
name of the teacher. If this matter
comes to the attention of the teacher
who holds this number or to any one
else who might know of it, it is hoped
that she will send us her name and
address, otherwise we will not be able
to send the Oregon Teachers Monthly
to her. — C. H. J.

He's armed without that's innocent
within. — Pope.

An honest man's the noblest work of
God. — Pope.

Give the Boys a Chance.

People who claim that schools are
costing too much do not see that
when they stop or curtail education
they attack the very factors upon
which their property values rest. The
time to save a boy is before, not af-
ter. There are some six thousand
now under the jurisdiction jof the ju-
venile court where there would not
be sixty if every boy and girl were
givon their chance. It pays to invpst
in your boys and girls. This nation
is facing the greatest danger in its
history. Not the ships of foreign
fleets, nor internal labor troubles,
nor even the liquor question are to
be feared as much as the hosts in
the coming generations with too
much unoccupied time. The greatest
contribution that you can make to
the future of any boy and girl is to
give him a chance for his own self-
discovery and self-development. —
John H. Francis.

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ORBGON TBACHBRS MONTHLY 880

California in Winter

Sunshine and Flowers
Go Now!

Everything green and inviting. Warm snnny
days at beach or mountain resort at this time of
year. You can go in surf bathing almost any
day you wish. The golf links are in excellent
shape. Tennis courts everywhere.

Thi Quick Way, Tha Scanic Way, Tha Saf a Way

is to go via the all-rail
*Road of a Thousand Wonders''

SHASTA ROUTE

Our booklets on California are free.

Address John M. Scott, General Passenger

Agent, Portland, Oregon

SOUTHERN PACIFIC LINES

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Home Nursing

By ALIOS MABK8 POUkN, Oregon A«rleiiltana OidtofB

The earliest notion of the cause
of disease was the belief than an evil
spirit or demon entered the body and
took possession of it. This belief is
still held among many of the lower
tribes and it becomes the ruling
spirit towards well doing, for they
believe that so long as they do as
their gods wish them to do they will
be kept free from the demon of dis-
ease. Granting that a spirit or a
demon Is the cause of disease, then
the next thing to be done was to get
the demon out of the body. This was
done by sacrifice of a child, by fair.
promise, by the wearing of so-called
charms, by the beating of tom-toms,
or in many cases it meant that the
patient himself was subjected to
agonizing torture.

With the advance of knowledge of
the human body, its structure, and
its functions, there arose a new
theory of disease known as the Hip-
pocratic theory. According to this
celebrated theory the body was com-
posed of four humors — blood,
phlegn, yellow bile, and black bile
and just as long as these four humors
were in the proper proportions the
person remained in health, but if
they became unbalanced or of un-
equal proportions disease was sure to
follow. The work of the physician
of those days was to keep these
humor in proper balance and if the
person became sick the physician whb
blamed for not having performed his
duty. This theory held undisputed
sway until the seventeenth century
when it was superceded by the theory
of homeopathy — this in turn was fol-
lowed by the theory of fermentation,
and out of this grew the present day
germ theory.

The belief now is firmly estab-
lished that the infectious diseases
are caused by definite small plants
and animals that are so tiny they can
not be seen except by the aid of the
microscope. Disease germs may enter
the body through a break in the skin,
through the mouth, the nose, or
through any cavity of the body that
has an external opening. Disease
germs are always destructive. They
tear down and destroy the living tis-
sues of the body and their excretions

are poisonous substances to the body.
Disease may be spread by dust, by
flies, by mosquitoes, by unclean
clothes or unclean vessels, by pub-
lic drinking cups, by animals or by
direct contact in handling. The sick
room should always be protected
from flies as a safeguard not only to
the sick people but to the well people
also.

To be able to detect signs of illness
often times means being able to pre-
vent illness. One of the first signs
is a loss of appetite. In many diseases
the first symptoms are alike, that is,
there is a rise of temperature and the
skin loses its moistness and becomes
hot and dry. There may be excessive
thirst or more or less pain in the
back and limbs and usually there is
pronounced digestive disorder. When
several of these symptoms exist to-
gether it is time for the mother or
home nurse to be up and doing.
Many diseases are ushered in with a
chill if the patient is an adult and
with convulsions if the patient is a
child. This is true with many of the
so-called "breaking-out diseases".
Convulsions in a child are oftentimes
relieved by placing the child in a
hot bath and increase the heat by the
addition of hot water up to a tem-
perature of 112 degrees F., taking
care to keep the head cool by using
an ice bag.

The average normal temperature
of the human body is 98.6 degrees F.,
although there are variations. Age
has an appreciable influence upon
the body temperature — ^the child's
being somewhat higher while the
temperature of an old person is low-
er. The time of day will make a
slight variation in the body temper-
ature. In sickness the change of a
degree of temperature from the
normal does not mean so much to a
child as It does if the patient is an
elderly person.

It must be remembered that a
child's digestive apparatus is easily
thrown out of order and is often fol-
lowed by a rise of temperature out ot
all proportion to the cause. In a
case of this kind after the bowels
have been unloaded the fever will
often subside as quickly as it arose.

Mouth breathing is an indication

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OREGON TBACHBRS MONTHLY 801

^-^^

The Horse Fair — Bonheur

PICTURES STUDIES

Including the one illustrated above and more than thirty
;| others recommended in the Oregon State Course of Study.

These studies are issued in the form of eight-page leaflets
and give a complete discussion of the picture besides a sketch
of the life of the artist.

These studies are extensively used in graded schools, teach-
o ers' colleges, art institutes, etc., throughout the United States
n and are recognized as the most practical helps obtainable.

They may be had for the following price : Fifteen cents per
dozen copies or One Dollar per 100 copies, assorted as desired
M and x>ostpaid.

SEND FOB COMPLETE LIST, FREE

C M. PARKER ESTATE, Publishers, TaylorviUe, 111.

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892

ORBGON TBACHBRS MONTHIiY

that something is wrong. It may be
that the nose is stopped up because
of secretions or because of enlarged
tonsils or because of adenoids. The
tonsils may become so enlarged that
they produce a pressure upon the in-
ner ear and cause -deaf ness. Adenoids
may and do become so large that the
space back of the nasal passages is
completely closed. A mouth breath-
er does not sleep as well as the
ordinary child; he usually snores, the
voice becomes unsound in tone and
clear pronunciation is difficult. In
time the face takes on a dull, apath-
etic look and he gets a name of be-
ing stupid in his studies, and unless
the conditions are removed he is both
physically and mentally handicapped.

The writer wishes that something
might be said to arouse mothers to a
realization of the wrong and harm
done to the child by the use of the
baby pacifier, or of thumb sucking
for that matter. The soft bones of
the mouth are pushed out of shape
causing often times a protruding up-
per jaw and a misshapen mouth, but
the real harm comes from the nar-
rowing of the air passages of the
nose — this in turn causing mouth
breathing. A mouth breather is at
all times more susceptible to dis-
ease than the one that breathes
through the nose. A bad breath is
another indication that something is
wrong. It may be from dirty or de-
cayed teeth or from decaying food
stuff in the intestinal tract.

Many people do not take care of a
child's first teeth because they think,
"Oh, he will lose those teeth, so
what's the use of having the tooth
filled or taken care of." Many do not
stop to think that the beginnings of
the second teeth are already started
and getting their nourishment and
protection from the first little teeth
and that if a tooth decays or is pulled
before it really is ready, that the
teeth above it suffer, the jaw bone
contracts and does not leave enough
room, so when the permanent or sec-
oud teeth do come they most often
are crowded and crooked. A child
should early be taught that it is even
more necessary to keep the mouth
and teeth clean than it is to keep the
face clean.

Whatever the threatened or actual
disorder may be there are two im-
portant things to be done at the be-
ginning. First, to have absolute rest
and quietness for the patient. Sec-

ond, to keep the skin clean, to keep
the room clean ahd to have plenty of
good, clean, fresh air for the pa-
tient to breathe, for every time we
inhale or take a breath we take air
into the lungs. This air if it is
pure will contain with other things
about 20 per cent of oxygen; then
when we exhale or give out this air
it has lost a part of its oxygen and
has taken up various waste materials
from our body. When the oxygen
gets as low as 13 per cent we suffer
and if It gets as low as 8 per cent
death may result. Realizing how
much we need fresh air and that
without it we soon become sluggish,
then it is easy to realize how vitally
important fresh air is to the sick per-
son. If a room is so arranged that it
is impossible to have the window
open wide, then put a board under
the window. This will let the air in
between the windows; ' or you may
tack muslin over the window. This
will let in fresh air and will not
cause a draft; or an umbrella may
be raised and placed at the side of a
patient.

Truth is the highest thing that man
may keep. — Chaucer.

THE

CAPITAL
NORMAL &
INDUSTRIAL
SCHOOL

SAIiEH, OREGON

TRAINS FOR SCHOUftSHIP

' AND

HIGHER GRADE CERTIFICATE

Salaries adjust themsetves accord-
ing to the qualifications and am-
bitions of the teacher. When you
see some teacher receiving more
money than you for your services
you had better study the cause
and then apply the remedy. Make
up your mind that you are going
to raise the grade of your certifi-
cate this year.

Our departments are:
Normal, Preparatory, Business,
Shorthand, Typewriting,
and Printing.

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ORBGON TEIA.CHBRS MONTHLY 393

Greeting to Oregon Teachers:

The TAEE & McMURRY WORLD GEOGRAPHY is the reg-
ularly adopted basic text in your state. Have you read the
Preface? Do you teach the book topically? Do you heed the
Authors' suggestions? If so, your Geography work is the most
interesting part of your daily program. For your Fourth Grade
we advise the use of Tarr & McMurry's Geography Book One,
Part One, (40c) already in use in many parts of Oregon.

The SLOAN READERS are the regularly adopted basic
texts in Method Reading for Oregon. Are you using them ? Do
you use them FIRST as you SHOULD? These books will, with
the minimum effort on the part of the teacher, teach the child to
read in the shortest possible time. There are none **Just as
good." Do not substitute in place of the SLOAN READERS.

THE MACMILLAN COMPANY,

619 Second Avenue, Seattle, Washington
P. N. Plamondon. P. A. Knowlton.

New All-Purpose
Motion Picture
Projector

The Model 2 Victor Animatograpb
or standard film and standard slides.

Projects Bock-Steady, tory in any datt of

Brilliant. Plickerless Im- service,
ages. The only ttandard School equipment for

quality motion picture aniversal service, in dast

machine that is portable, '"^o™ *°^ auditorium,
low in price, reliable, write for prieet and

and guaranteed satisfae* trial terms.

VICTOR ANIMATOGRAPH CO.

185 Victor Bldg., Davenport, Iowa, U. S. A.
(Manufacturers of the old Reliable Victor Portable Stereopticon and Victor

Lantern Slides) . .

'. • LJigiiizedbyLiOOglC

394 OREGON TBACHBR8 MONTHLY

""t

Summer Session 1917

Oregon Agricultural College

JUNE 11 to JULY 21

1. Courses for Teachers. t

2. Courses for College Entrance and College Credit. ♦

3. Boys and Girls Short Courses. |

4. Preparation for Teachers Examinations.

5. Vocal and Instrumental Music.

SPECIAL mSTBUCTOBS

Miss Alice Bavenhill, London, England
Mrs. Mary Schouck Woolman, Boston
Both in Home Economics.
Additional Specialists will be secured in Manual Training,
Agriculture, etc.

BEOULAB COLLEGE FACULTY

Instructors from the regular staff include specialists in
Home Economics, Manual Training, Commerce, Agriculture, Art,
Biology, Chemistry, Physics, Education, Economics, Political
Science, Psychology, etc. In all, about one hundred courses !
will be offered.

CUT OUT AND MAIL COUPON BELOW
f 1

I E. D. RESSLER, Director I <

I O. A. 0. Summer School, I

I Corvallis, Oregon. I ^

Ploane send copy of 1917 Summer School Bulletin to my address.

I I

1 1

I I

>♦♦♦♦♦♦• ••• -••■♦ ♦♦♦-♦♦ ♦♦♦♦••♦•♦•♦♦•♦i»^»»» ■♦|» ♦ • • • »#

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ORBGOBr TBACHBRS MONTHLY 806

SIC APPRECIATION

0 "Qlse Cbucational IRecorbe

lie Moods, A Basis for Music Appreciation," has been
'OT School Superintendents and School Principals who are
r concrete things of a constructive nature, and especially
teachers who desire comprehensive teaching methods and
naterial dealing with the necessary fundamentals.

is enjoyed more by having the
teres! of its hearers directed

CLIP THIS COUPON AND MAIL TODAY

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396

OREGON TEACHBRS MONTHLY

II Depository ||

New Sanitary Adjustable
School Desk

Hyloplate Blackboard

Write for catalogue of

SANITARY DESKS

Six different kinds

SCHOOL BOOM HEATERS

Maps, Globes, Supplies.

NORTHWEST SCHOOL
FURNITURE COMPANY,

844-246 Third St., Portland, Or.

opened for settlement and sale.
Power Site, Timber and Agri-
cultural Lands. Containing
some of best lands left in Unit-
ed States. Large sectional map
showing lands and description.
Price one dollar.

GRANT LANDS LOCATING
CO., P.O. Box 610, Portland, Or.

NORTHWESTERN

TEACHERS'

AGENCY

m

Largest in the West For
the entire West only and
Alaska. Home office Boise,
Idaho. Montana office Hel-
ena, Montana. Progressive,
Aggressive. Your best
medium to secure a West-
em position. Write immedi-
ately for free circular.

Ljoogle

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ftARVARO CO: IT.'' . .'C:^ARY

B\ F.x-.::/.r:cf

OREGON TEACHERS MONTHLY

The Official Journal of the State Teachers' ABSociation

Vol. XXI SALEM, OREGON, MARCH, 1917 No. 7

PubliBhed Monthly Except July and August by the State
Teachers' Association

Entet^d at the Postoffice ftt Sftlem, Oregon, as second-class mail matter, April 1, 1898.

EDITORIAL BOARD

H. D. SHELDON, School of Education, University of Oregon, Eugene

E. F. OARLETON, Assistant Superintendent of Public Instruction, Salem

O. T. BONNET, County School Stiperintendent, The Dalles

K. E. OHLOUPEK, Director Manual Training, Pendleton.

O. O. DONET, President Willamette Uniyersitv. Salem

E. 9. EYENDEN, Department of Education, Oregon Normal, Monmouth

MRS. M. L. FULKERSON, Institute Instructor. Salem

GEORGE W. HUG, City Superintendent, McMinnyille

HOPKIN JENKINS, Principal Jefferson High School, Portland.

MISS VIOLA ORTSCHILD, President Grade Teachers' Association, Portland

E. D. RESSLER, Department of Education, Oregon Agricultural OoUege, Corrallis

MISS LILLIAN TINGLE, Supervisor Domestic Science, Portland

CHAS. H. JONES, Business and Managing Editor, Salem

RULES OF PUBLIOATION

1. The mailing label on the Oregon Teachers Monthly shows the date to which subscrip-
tions are paid.

2. The Oregon Teachers Monthly will be sent to subscribers until ordered discontinued
and all arrearages are paid.

8. Notice of change of address should be given at once, naming both old and new
postoffice.

4. When renewing, always state that subscription is a renewal.

5. The subscription price, including membership in State Teachers* Association, is $1.50
a year in advance. Single copy, 20 cents.

6. Advertising rates will be furnished on application.

Address all communications to Oregon Teachers Monthly, Salem, Oregon.

Editorial Notes

It is the duty of every loyal teacher to stand solidly behind the
state and national governments in their attempts to protect the
country. Some of these attempts in the direction of drilling the boys
in the schools may not yield the military results hoped for, yet we
must remember that every serious effort to promote the common
welfare, either in school or out, will have the effect of unifying
national sentiment and of developing steadfastness in the hour of
danger. — S.

t t t

In accordance with the plan announced in the February issue, the
articles in this number, with few exceptions, are addresses made in
the various departments and divisions of the State Teachers' Associ-
ation, held December 27-29. The editorial board has endeavored to
secure material representing every department and has succeeded in
getting from some more than can be used. Everything submitted from
the Elementary and Rural departments is printed and more was
desired because they represent the majority of our membership. It
may be possible to use in succeeding issues some of the manuscripts

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896 ORBGON TBACHfiRS MONTHLY

remaining. The suggestion has been made that a better plan another
year would be to confine to one issue all the proceedings and addresses
of the annual meeting, by doubling or trebling the number of pages.
Doubtless next year's editorial board will welcome suggestions on
this point. Communications on this or other matters relating to the
conduct of the official organ are invited. Address Oregon Teachers
Monthly, Salem, Oregon. — R.

t t t

College professors as a class have no great reputation for either
team work or business capacity, yet the work of the Association of
University Professors shows both of these necessary qualities. In
every case where the freedom of teacher has been attacked the asso-
ciation has appointed committees of investigation, consisting of men
of national reputation. The able and unbiased and yet courageous
reports submitted on conditions in such institutions as Utah, Colorado,
Wesleyan and Pennsylvania have done much to clear the atmosphere
and place the work of the college teacher on a satisfactory basis, yet
the only weapon used has been publicity, letting the public know the
actual facts. Why cannot strong national and state associations extend
the same protection to all the teachers of the country? — S.

t t t

A mistaken and narrow-minded notion of economy is today the
worst enemy of educational efficiency in Oregon. Salaries are being
cut, superintendents are being hectored, school boards are being
frightened, and as a result school work is becoming more formal and
less effective. Neither the teachers nor children w^ere responsible for
the last big real estate boom, yet they are being punished for the
financial reaction. Oregon is situated between two unusually vigorous
and well organized commonwealths. In the last two years many of
the most capable vocational and high school teachers have left the
state ; let the present movement of parsimony and stupidity continue
and many of the most wide-awake teachers in other fields will follow
their example. The notion popular among a certain school of frontier
politicians that all public employees, including teachers, are merely
incipient grafters, parasites and public burdens, rendering no real
service, is likely to carry its Nemesis with it. — S.

t t t
Does it seem out of place in an educational magazine to ask, **Are
you a good roads booster?'' Think about it for a moment and any
apparent incongruity will rapidly disappear. The state-wide improve-
ment of the roads in Oregon during the last ten years and the resulting
increase in the number of automobiles (perhaps it would be better
put, the increase in automobiles and the resulting improvement in
roads) has been one of the biggest factors in the betterment of Oregoa's
rural schools. Better roads shorten the distance to the city and bring
a consequent modernizing of living conditions in the country, which
in turn call for more modern school houses, and better teachers. All

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ORICGOW TEACHBRS MOWTHLY 899

this has been accomplished but the future holds yet more promise,
for better roads are the first essential to the consolidation of schools —
a movement barely begun in this state and yet one which is, without
much question, going to be the ultimate solution of our rural school
problem. Interest yourself, then, in the plan of congress to establish
great trunk highways across the continent with a net- work of lateral
roads erected by the various states. Interest yourself in the road
problem and road legislation in Oregon where many of the counties
are making starts with permanent hard surface roads. But above all
do not forget to show that interest. Talk good roads in your home,
when you visit at parent-teacher's meetings, in the geography class,
in the artithmetic recitation, in the language lesson and do it knowing
that you are talking for the improvement of your profession. — ^E.

t t t
** Oregon products for the Oregon people" does not evidently apply
to the election of city school superintendents, if the experience of the
last few years may be taken as representative. A man from most any
other section of the country, backed by a private teachers' agency
and supported by testimonials from notables never before heard of
west of the Rocky Mountains, is frequently preferred to individuals
long identified with the progress of the state. The result of this
preference for the unknown and the distant over the known and the
tried, on the younger men and women of the state who are attempting
to win recognition for themselves may easily be imagined. The
Oregon teachers should assert themselves and demand a fair field
and no favor, school boards should realize that local record which
can be examined is more likely to yield results than the echoes of
distant record embalmed in highly imaginative testimonials. This
protest should not be interpreted as opposition to the assimulation of
a certain number of eastern teachers and principals in our school
systems, adding variety of outlook and thus avoiding provincialism.
Cosmopolitanism, however, may be purchased at too dear a price if it
means the turning over the management of half the important school
systems in the state to men who are ignorant of the traditions of the
state and out of sympathy with people with whom they work. — S.

t t t
The school savings bank is being organized in various sections of
the state, in response to the activities of national and state banking
associations and as one form of expression of the thrift idea, now
assuming national significance. About seventeen years ago several
school banks were started in Oregon and conducted two or three years.
The present revival of interest is promising for several reasons: a
wider interest, including several sections of the state; the mode of
operation, which makes the local banks directly responsible for the
conduct of the savings bank ; and the fostering care of several national
organizations, with state and local representatives. The National
Education Association appointed a Thrift Committee two years ago,

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400 ORBGOlf TlflACHBRS MONTBTLT

which conducted one or more prize essay contests, one calling for a
plan of teaching thrift in the public schools. The seven prize essays,
with a synopsis of the essays presented by other contestants, have been
printed as a monograph, which may be secured of Secretary D. W.
Springer, Ann Arbor, Michigan. This Thrift Committee is continuing
its investigations and conducting another prize contest this year for
public school pupils, concerning which all county superintendents have
had directions. Dean J. A. Bexell of Corvallis, Oregon, is a member
of the committee and will be pleased to receive suggestions for the
meeting to be held at this annual National Education Association con-
vention in Portland in July. As stated in the first sentence of this
editorial, the savings bank with its saving of money is but one of a
number of phases of thrift. At least one county superintendent in
Oregon, Mr. C. T. Bonney, has launched a campaign on this broader
basis. The matter of appointment of a committee of the Representative
Council of the Oregon State Teachers' Association to study this prob-
lem will be presented at the next meeting of the Executive Committee.
Suggestions by those interested as to the scope of this investigation,
other related problems that may be assigned to the same committee,
etc., should be sent at once to the chairman of the Executive Com-
mittee, J. Percy Wells, Jacksonville, Oregon. — R.

t t t

The teachers of Oregon are depending upon a forceful and enlight-
ened public sentiment to make their recently adopted code of ethics
effective. "What have you done during the last month to make force-
ful that sentiment i The next few months will be a particularly good
time to keep in mind the third and fourth points of the code, for in
the spring a migratory teacher's fancy strongly turns to thoughts of
moving. This is the season of the year when it is the unprofessional
practice of some teachers to cast their eyes over the map of the state,
select the location which they think desirable and then send a deluge
of applications with the faint hope that some one of them may arrive
at some place at the opportune time for favorable consideration. This
method of applying weakens the teacher, reduces salaries, shortens
tenure and lowers standards. It weakens the teacher in that it ac-
customs her to scattered, ** happy-go-lucky, " or **take-a-chance" ways
of doing things rather than knowing definitely what she wants, and
setting out with determination to secure it. It reduces salaries because
it gives a false idea of the supply of teachers in relation to the demand,
since each different application from the same teacher stands in the
market for an additional teacher. School boards will be slow to
financially recognize the value of a good teacher when other teachers
constantly create in their minds the idea that there are large numbers
of teachers, probably just as competent, who are anxious for the
position. It shortens tenure because it puts practically every teacher
everywhere on the defensive, so far as her position is concerned,
against the swarm of people who apply for it. This consequently

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ORBGOW TgACHBRS MONTHliY __^^__ ^^^

makes it easier for petty things to cause her removal. It also stamps
with the approval of common practice a tendency to change schools
almost annually for very slight excuses and many times for none
whatever. It lowers standards by making both teacher and school
board feel that the contract is a form of trial which may be for two
years and sometimes more, but probably for only one, and as an
inevitable result the teacher does not put forth the effort to please
and succeed nor does the school board demand as high qualifications
as would be true if the ** teacher tramp" with her promiscuous appli-
cations were not so common. — B.

t t t

In the January number of the National Education Association
Bulletin, on page 9, the editor makes some comments on the campaign
in the Northwest for advance memberships, account of the annual
convention in Portland July 7 to 14. Referring to the Oregon di-
rector's plan of having every school district become an associate
member, he says: ** Those of us who have watched Mr. Plummer at
work in connection with one of the dinners or meetings of the Depart-
ment of School Administration can readily see what the school is up
against in that section of the country that does not take out a member-
ship on the first invitation." The great honor of Portland's selection
for the annual convention of the National Education Association is
due in large measure to assurances given the national officers by
Dii-ector Plummer, State Superintendent Churchill, City Superintend-
ent Alderman and other Oregon leaders, of loyal support by the
teachers of Oregon and the other northwestern states. Naturally the
Oregon teachers must lead. Our early, hearty response to the call for
membership will encourage our neighbors in Idaho, Washington and
California. Our leaders have aroused great expectations and it will
require most unusual effort on our part to justify their confidence
and live up to the reputation they have given us abroad. If .possible,
we must rise to -the heights attained by Utah in 1913 at the annual
convention held in Salt Lake City, when the state actually took out
more memberships than there were teachers, better than a hundred
per cent record. No other record has been better than fifty per cent,
and there have been only two or three of those. We have about seven
thousand teachers and twenty-five hundred school districts. There
are a sufficient number of districts with two or more buildings to
raise the total to twenty-seven hundred. Now we really should get
five thousand memberships out of these nearly ten thousand prospects.
If Oregon can provide five thousand, Washington, twenty-five hundred,
Idaho, five hundred and California, one thousand, other states, near
and remote, should supply as many more, giving a grand total of
eighteen thousand and ranking us among the four largest conventions
in the fifty-five years' history of the National Education Association.
Five times the annual convention has met in California, the registra-
tion reaching over seventeen thousand twice, both times the visitors

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402 OREGON TBACHBR8 MONTHIiY

from east of the Rocky mountains numbering more than ten thousand.
Visitors this summer will doubtless be given such rates that they may
include California with the Northwest in their trip, and with the
National Parks as an added attraction en route there should be even
more than ten thousand. Let's go after that attendance record, both
in total memberships and in percentage of Oregon teachers enrolling.
Send names at once to the County Superintendent, so that he may send
you the membership blank immediately on its receipt from Director
Plummer. Also line up the school board. Let's make our slogan,
**Five thousand memberships in Oregon before June first!*' — R.

Financial Report of the State Association

By W. R. RUTHEBFOBD, Acting Treasurer

This statement of the receipts and expenses of the Oregon State Teach-
ers' Association includes all transactions under the re-organization, which
took effect at the close of the Medford meeting, December 29. 1915. All
bills presented to the proper officer and duly audited have been paid. No
other accounts are payable, so far as known. In addition to the amount
receivable from the state of Oregon through the office of the State Superin-
tendent of Public Instruction, as noted in the receipts, Manager Chas. H.
Jones of the Oregon Teachers Monthly, the official Association organ, will
remit each month fifty cents on each membership paid since previous report.
Receipts from this source have totaled |1056 to February 1.

Receipts to February 10, 1917.

1916 Balance on hand after closing expense of 1915 session. . . $ 175.51

Aug. 11 — From Oregon Teachers Monthly 68.00

Sept. 7 — From Oregon Teachers Monthly 62.00

Oct. 7 — From Oregon Teachers Monthly 120.00

Nov. 15 — From Oregon Teachers Monthly 310.00

Dec. 2 — From Oregon Teachers Monthly 215.00

Dec. 14 — From Oregon Teachers Monthly 62.00

Feb. 1, 1917 — From Oregon Teachers Monthly 219.00

From State Department (available but not yet on hand) . 125.00

Total Receipts |1,. 1^6.51

Total disbursements to date 878.12

Balance In treasury | 4 7S.39

1916 Bisbarsenokents to February 10, 1017.

Feb. 19 — G. A. Briscoe (traveling expense — Executive Committee) .$ It). 65

Feb. 19 — J. Percy Wells (traveling expense — Executive Committee) 21.95
Feb. 19 — ^Vlola Ortschild (traveling expense — Executive Committee) 2.50

May 18 — Viola Ortschild (traveling expense — Executive Committee) 2.60

May 18 — J. Percy Wells (traveling expense — Executive Committee) 22.10

June 30 — J. A. Churchill (Oregon Headquarters at N. E. A.) 50.00

July 13 — Viola Ortschild (Editorial Board traveling expense).... 3.25

July 13 — Hopkins Jenkins (Editorial Board traveling expense) .... 3.25

July 13 — George W. Hug (Editorial Board traveling expense) .... 3.90

July 13 — R. E. Chloupek (Editorial Board traveling expense) .... 22.00
Dec. 16 — E. S. Evenden (Editorial Board traveling expense)..,. 8.35

Dec. 16 — Western Union Telegraph Co. (Tolls to Nov. 21) 8.11

Dec. 16 — H. D. Sheldon (traveling expense — Editorial Board) .... 5!40

Dec. 16 — G. A. Briscoe (traveling expense — Executive Committee) 21.15

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ORBGON TKACHBBS MONTHI^T 403

Dec. 16 — ^Vlola Ortschild (traveling expense — Executive Committee) 7.50

Dec. 16 — Pacific Telephone & Telegraph Co 10.30

Dec. 29 — Merle Wadsworth (ushering State Association convention) 3.00

Dec. 29 — Raymond Koessel (ushering State Association convention) 3.00

Dec, 29 — Alexander Brown (ushering State Association convention) 3.00

Dec. 29 — ^William Brandt (ushering State Association convention) 3.00

Dec. 29 — Carroll G. Pearse (lecturer State Association convention) 350.00

Dec. 29 — Henry Suzzallo (lecturer State Association convention) 125.00

Jan. 2, 1917 — Elliott Printing Co. (printing programs) 40.00

Jan. 6 — F. L. Stetson (expense — Committee on Retardation).... 23.47

Jan. 6 — M. L. Fulkerson (expense — Editorial Board) 2.75

Jan. 6 — E. R. Peterson (expense — Hot Lunch Demonstration) .... 1.45

Jan. 6 — Lester B. Davis (service as Official Reporter) 38.75

Jan. 9 — H. H. Wardrip (telephone — Industrial Section Program) 5.20

Jan. 23 — H. H. Wardrip (postage — Industrial Section Program) . . 1.00

Jan. 2 3 — Portland Hotel Co. (expense of Lester B. Davis) 12.95

Feb. 5 — State Printing Board (printing Pension Law. etc.) 45.64

Feb. 9 — Pacific Telephone & Telegraph Co. (Tolls — E. F. Carleton) 5.05

Feb- 9 — E. D. Ressler (expense — Rubber Stamps, etc.) 2.95

Total $ 878.12

Classified Bisbursement Statement.

Meetings of Executive Committee (three meetings) . . . .| 97.35

Meetings of Editorial Board 48.90

Oregon N. B. A. Headquarters, New York. 1916 50.00

Expenses of Council Committees 69.11

Telegraph and Telephone (chiefly Annual Meeting) .... 28.66

Annual Meeting, Portland, Dec. 27-29 584.10

Officers of Departments State Teachers' Association

An effort was made to secure a report from every department and
division of the State Association of the officers elected. At the time for
reporting copy to the printer the following result was obtained. It is also
desired to secure copies of the minutes or proceedings of each subdivision
for permanent record in the secretary's office; these should be sent to E.
D. Ressler, Corvallis, Oregon. List of officers of the general association was
published In the February issue In the minutes of the General Sassion, page
333; of the Department of Vocational Education, with four divisions, in
the Vocational Education Department, page 369; of the Oregon Council of
English Teachers in Miss Parrott's account of the proceedings, page 354.

Other 1917 officers are — Department of City Superintendents (no
report). Former President, V. Meldo Hillis, city superintendent, Medford.
Department of Higher Education: President, W. T. Foster, president of
Reed College; Secretary, F. Von Eschen of Willamette University. Depart-
ment of Secondary Education: (no election). Former officers. President, E.
Li. Keezel, Extension Division University of Oregon; Secretary, H. F. Wilson,
McMInnville. Division of Science and Mathematics: Chairman, L. P. Gllmore,
Department of Science Oregon Normal School; Secretary, E. L. Keezel, Uni-
versity of Oregon. Executive Committee: A. F. Bittner, Jefferson High
School, Portland; B. D. Curtis, James John High School, Portland; J. L.
Whitman, High School, Pendleton. Special Committee on correlation of
high school courses in mathematics: Professor F. L. Griffin of Reed College,
chairman, who will appoint four associates. Special Committee on content
and method In high school science course: Professor W. P. Boynton of the
University of Oregon, chairman, who will appoint four associates. Division
of History: (no report). Former chairman, Elizabeth Bain, Washington
High School, Portland. Division of Modern Languages: Chairman, Professor
P. E. Dunn of the University of Oregon; Secretary, Professor R. W.
Broecker of the University of Oregon. High School Debating League:

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404 OREGON TMACMBRg MOWTHLY

President, Charles H. Boyd* principal of Highland School, Portland; Secre-
tary, Earl Kilpatrlck, assistant dean Extension Division University of Oregon.
Department of Elementary Schools: President^ Jesse McCord, principal of
School, Portland; Secretary, A. J. Prideaux, principal of Wood-
stock School, Portland. Advanced, Intermediate and Primary Divisions:
Chairmen to he appointed by president of the department. Department of
Rural Schools: President, Mrs. M. L. Fulkerson, Institute Instructor, Salem.
Art Division: Chairman, Dean Ellis F. Lawrence, School of Architecture and
Arts, University of Oregon; Vice-chairman, Miss Alberta Greene, Oregon
Normal School; Secretary, Miss Helen M. Worth, Portland. Department oi
Music: President, Miss Jessie V. Miller, Salem; Secretary, Miss Lyla Ran-
corn, Portland. Department of Librarians: (no report). Former President,
Miss Harriet A. Wood, Portland. Department of Physical Training: (no
report). Former President, Miss Mabel Cummlngs, University of Oregon.

Business Tests of School Products

By WILUAM; F. WOODWABD, Portland, Oregon

For over three decades the speaker has been engaged in active business,
having directly to do with the employment of young men and women,
students and graduates of our public schools. He is a parent and has
watched his children, five in number, through the educational courses
provided by our public schools; has three in attendance at the present time,
therefore, what he has to say upon the correlation of our public schools
and business conditions of today, he may honestly state is born of personal
experience and observation. He has no use for the senseless scolding and
criticism to which our schools are constantly subjected by unthinking
people; his wife, a- graduate and former teacher in the public schools of
Portland, has always shared with him his' sympathetic interest In the great
service which the teachers are called upon to perform — the practical rearing
of our children — and his remarks today spring wholly from this feeling.

I recently submitted the following questionaire to a number of the
leading bankers and business men of Portland, those who have to do with
the employment of hundreds of young men and wom^n. The questdona
follow :

1. Do you consider graduates from our high schools or commercial
courses sufficiently prepared for work in office or store? Reply — ^No, 4;
Yes, 5; qualified, 4.

2. Do you find that in the majority of cases there has been a sufficient
degree of proficiency in the elementary branches, namely — quickness In
figures, legible hand-writing, correct spelling, expressive reading? Reply —
No, 13.

3. Do you consider our present common and high school courses
would be Improved by lessening the number of studies and accentuating
the elementary studies mentioned above? Reply — Yes, 13.

4. In your office, is preference given to graduates from business
colleges or our public schools? Reply — No distinction.

The replies indicate clearly that our schools today fall to accomplish
what cannot but be regarded as an elementary task — ^the equipping of our
children with the four essentials of a practical education — quickness and
accuracy in figures, correct spelling, legible hand-writing,, expressive read-
ing. No boy or girl — no young man or woman, entering a business house
today, lacking in all or any one of these essentials, can hope to attain a
full measure of material success without suffering an unnecessary handicap
by reason of any shortcoming as to these studies or branches.

I would call to your attention the weekly educational menu of a child
in one of the grammar grades of our public schools, a little girl of thirteen:
Grammar, history, arithmetic, reading and German every day; spelling and

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ORMCfON TBACHBRS MONTHLY 405

current events three times a week; drawing, music and gymnasium two
times a week; writing once a week; sewing and cooking once every other
week.

I submit in all humility, based on personal observation, that there Is
too much work In this for the average, immature mind; that it produces a
form of mental indigestion; the memory becomes blunted; the retentiveness
of the mind impaired; the child's intellect is struggling in a chaos of facts,
figures, problems, rules, exceptions, conditions, all too complex and involved.
High school is finally reached. Here emphasis is ^ven to what are termed
"higher" branches; there are selective courses. It is but natural that a
child will bend every effort to select those studies toward which natural
aptitude or training may lead him.

The writer has carefully scrutinized the hand-writing of many high
school students. He believes he is correct in stating that there is insuffi-
cient attention given to this very essential accomplishment. These are days
of mechanical appliances in • the office as well as factory. Typewriters,
adding machines and a myriad of devices have relieved the office worker of
many mental processes; a clear, legible hand, however, is still essential. In
our own experience we find that young ladles seeking positions, as a rule,
are better penmen than the boys.

Our tongue is fearfully and wonderfully made. There can be no
criticism made of an occasional slip in the spelling of unusual words, but
even so, there should not he necessary the constant reference to the
dictionary.

Arithmetical problems as given in the schools, seem to be in many
Instances, of complicated nature. My children frequently call my attention
to problems which seem to be more in the nature of conundrums and rather
supersede the drilling in figures as they are met in the counting-house.

Correspondence is necessarily an elementary feature in almost every
business or manufacturing industry. Construction of a letter Is based upon
good reading, the use of correct grammar and familiarity with our forms of
speech. It is self-evident that expressive reading and familiarity with
standard authors Is an essential in this work. In these days of so-called
"cheap" reading (and withal it is the most expensive to be thought of), It
is difficult to fix the mind of the growing child upon what may be termed
"literature of standard or permanent value." The table at home is apt to
be too well supplied with so-called "current literature," much of which is
but rubbish.

In all that has been said thus far, let it be clearly understood that it
is not intended as a criticism of the teacher so much as the system which
has grown up with the years by greater accretions; a system today over-
loaded, where It Is impossible to give sufficient attention to the essentials of
the child's education, and this becomes painfully apparent when the graduate
enters the world of business and the dally struggle for bread and material
advancement.

Our public schools and particularly our commercial courses, are not
In touch with the business office today. In thirty-five years of the writer's
experience, there has been but one occasion when a class In accounting has
entered our office for the purpose of Inspecting the methods pursued by a
concern employing over two hundred people and transacting a diversified
business running Into seven figures. How can the teacher expect to keep In
touch with present day methods If his activities and observation are confined
to books and the school room? What can he know of the thousand and one
short-cuts which the practical accountant In charge of a score or more of
workers finds It necessary to adopt? How can the teacher or class advance
when no time or»opportunlty Is given them to grasp the advances which are
made by a thousand fertile minds engaged In active business, honestly
endeavoring to simplify and improve present day methods? Is it straneje
that the children who come from our schools Into the office are painfully
lacking? It cau be safely said that every business man In our city would
welcome the opportunity of assisting our schools along these lines; every
accountant would take pride in showing the progress which he has made in
his own particular office, in efficient methods and labor-saving devices.

We have thrown the Bible out of our public schools, and along with it,
practically all moral teaching, even of the most elementary character.

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406 ORgOOlf TlflACHBaig MOWTHLY

Parents today are delegating to various agencies the bringing up of their
children, reserving merely for themselves the fundamental steps necessary
for bringing them into the world. In the great world of commerce today,
is it not essential that there should be something said in our schools in
behalf of moral training as well as merely figures? Why should not high
ideals in business be illustrated? Why should we make of our school
system, a sreat unmoral machine? Cannot Jew, Gentile, Roman Catholic,
Presbyterian and Unitarian work out a plan whereby the day's task in our
schools will begin at least with a simple statement of mankind's dependence
upon a power higher than mere human agencies?

The Ungraded Work

By M&8. OBAOE HeCOED, MonUviUa Bcliool, PoitUnd

The ungraded work in Portland has been largely experimental. We
have no set system nor do I think it would be practical to outline any one
specific course for all teachers to follow; for, each school In Portland has
had its own particular problems to solve and each principal has had the
ungraded room conducted to suit his own local situation.

Before I go farther, I want to get before you what I deem to be a
more fitting name than the "ungraded room." It has never seemed to me
a fitting name for the so-called room. Let me refer to it as the adjustment
work or adjustment room. I can see how the term "ungraded room" might
fit a situation where a teacher has the sub-normal children of the building
and she imstructs them in Just the subjects and as far in those subjects as
they are mentally capable of going, not trying to reach any certain grade by
the end of a term. Such children should not be in our graded schools,
however, for we have a separate school for them. Where no such provision
is made, however, an ungraded room, as the name implies, would be of
greatest benefit. It would give sub-normal children a chance to get much
more of the work they are capable of doing and not drag along in grades
being passed year after year Just to get rid of them. In most schools In our
larger towns enough sub-normal pupils could be found to form such a room.

Our so-called "ungraded room" in the Montavilla, and in the greater
number of the schools of Portland, has not been used as a place for sub-
normals; our school has never had a sufficient number of such pupils to
warrant us making a room especially for them. It has been an adjustment
room, a place where normal-minded children who, having been retarded for
various causes in their grade, may go and by special attention given them
be enabled to catch up in their work. Pupils who are unusually bright or
super-normal pupils are allowed to go as fast as they are capable of doing.
This plan has resulted in many children completing one and one-half to two
terms' work in one, and I have in mind one boy who completed two and
one-half years' work in one. Other adjustment rooms have had like experi-
ences, especially where they have had the foreign element.

As I have said before, the problems are not all alike in this adjustment
work. Our problem where we have practically no children of foreign par-
entage is a vastly different one from the Failing school where the greater
percentage of the pupils are of foreign parentage and even foreign birth.
So, in some schools, the adjustment room has been of the greatest value
as a place where the foreign speaking children can learn to spealk tb^
English language. Tou all know how difficult it is to give adequate help
to a foreign child when you have from thirty to thirty-five other pupils
needing your attention. In aome schools the work has been almost entirely
with sub-normal children whose parents could not be induced to send them
to the school provided especially for them.

The idea has been quite prevalent, I find, to have the children recite
singly. In all the ungraded rooms that I have visited in the city, and t'^e
visited nearly all of them, the children do very little single recitation. I

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ORBOON TBACHBR8 BfOBTTHI^Y 407

have had all the way from two to nine pupils in a class and the classes
represented from three to six different grades — not unlike a country school.
We try so far as possible npt to exceed twenty pupils in a room; fifteen is
preferable, thus giving time for individual help. One of the strong attributes
of this special room Is the small classes with few children to discipline.

I have in mind several schools in the city where the pupils go to the
adjustment room only for recitation in the subjects in which they are
retarded, but they are registered in their regular class. During some
periods the teacher has but one child in the room, who gets her undivided
attention. Personally, I have never tried this method though I can see its
strong points. I prefer to oversee the study periods of the pupils who
recite to me, for I believe that properly used study periods mean everything
to the retarded pupil, especially those retarded on account of application.
When you come right down to the point on the question of what causes
children to drop behind in their work, I believe that fully three-fourths are
retarded on account of lack of application.

I want you to see the purpose of the work aside from the mere con-
venience. How often we pity the boys and girls in our classes who have
lost out and Just can't seem to keep up in spite of all they may do in and
out of school hours. Can't you see what it means to such pupils to be
placed where they can go back a little and review — not be demoted — Just
brush up, then made able to go ahead and make the grade for which they
are striving? Such pupils in large classes get disheartened and drop out of
school, especially in the eighth grade; or if they are not ashamed of continual
failure, become a drag and a nuisance.

I like the term that our Superintendent Alderman uses so often when
referring to these special rooms, "The Room of Opportunity"-— opportunity
not only for the children but for the teacher also. What a chance to mother
the discouraged boys and girls! So often we find them needing sympathy
and encouragement along with personal attention. What an opportunity tor
the bright child to go ahead, for the retarded child to catch up in his work,
for the foreign child to get more help In mastering the English!

Our work in Portland so far has been an experiment, yet we believe it
is a practical work and if established as a permanent institution, a much
larger field could be covered than I have briefly outlined to you.

School Credit for Priyate Music Study

By J. O. VcLAUOHIiIN, Hood Bivor, Orogon

In presenting this subject of giving credit for music work pursued
outside of school, it is presumed that the giving of credit for outside work
is well established in our state and that no active opposition now exists.
This is the third year we have given credit in our high school for such work;
sixteen per cent of the high school students are taking music for credit;
the school is well pleased with the working of the system ; the music teachers
are happy relative to the arrangement and the parents feel that the school
is getting closer to actual life. This year we are offering credit for Bible
study pursued in the churches and Sunday schools; it has been well received
and about forty per cent of the students are taking this work. We plan to
extend this form of credit to any legitimate form of development which is
directed and supervised by a competent teacher.

The most serious problem confronted in giving credits for music is
establishing a system of accrediting the teachers with definite requirements.
This has been left by the State Department of Education to the individual
school. When w6 first offered this credit two years ago, an informal meeting
was held of some of the music teachers whom we knew to be qualified. A
standard was set requiring that all teachers wishing their work to be

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408 ORBGOBf TBACHSRS UONTHIiY

accredited must have had three years of training under competent in-
structors, this training to be above elementary instruction in the subject to
be taught.

As the work developed we realized that our requirements for teaching
were too lax and last year a more formal meeting of all of the music
teachers was held and the entire plan revised. It is this plan that I have
been asked to present to you.

Music teachers, wishing their instruction work accredited, must have
had five years of training under competent teachers, this training to be
above elementary instruction in the subject to be* taught; or be a graduate
of an accredited and recognized musical conservatory; and shall file with
the principal such data as to their qualifications as is required on blanks
furnished by the school. These blanks are made with the typewriter, since
only a few of them are needed. At first a letter sized sheet was used, then
we tried a 4x6 card, but that proved too small, and now we are using the
letter sized sheet again.

Every application is considered carefully. Eighteen teachers are now
accredited in our school; we have refused to accredit some and in every
instance without any animosity on their part because we showed them that
their qualifications were not up to the standard of our school.

A bill has been prepared by Mr. Goodrich of the State Association of
Music Teachers which is to be Introduced at the coming session of the legis-
lature. This bill aims to make music teachers declare what their preparation
is and to protect the public against those who charge for instruction and
have no adequate preparation for teaching. While it does not include very
much, it seems to be all that can be done at this time and is a step in the
right direction and should be supported by the school men. While it will
simplify obtaining the qualifications of a teacher, it does not relieve the
school of passing on whether a teacher's work shall be accredited in the
school or not. From the amount of agitation among the schools and music
teachers, it seems that something should be done to standardize our require-
ments; this would assist the State Association of Music Teachers in their
work of raising the standard of musical instruction and would assist our
schools in maintaining standards of accredited work.

Under such a standard system the music teacher who did not render
satisfactory service in one community could hardly expect to move to a
new place and subject that community to her ignorant and unsatisfactory
methods until she had time to seek another location. The superintendent
of the town into which she had moved could write to the brother superin-
tendent as he does now relative to other teachers; the correspondence would
reveal that the teacher was incompetent and the second school would be
saved the embarrassment and ; misfortune of accrediting an unsuccessful
teacher. But this arrangement would be unfair to the music teacher unless
the schools have standard requirements.

In our school as many as three credits toward graduation may be earned
in either vocal or instrumental music; Provided that it must be certified to
the school that the pupil has spent at least eighty minutes a day, five days
in the week for thirty-six weeks; that the pupil must appear in a public
recital held by the school or sanctioned by the school; and all pupils earning
their second and third credits must appear in two other musical perform-
ances during the year. We will add next year that instruction lessons shall
be given by the teacher at least once each week.

We have not attempted to dictate to the music teachers anything as to
their methods of instruction and shall not do so as long as the present
arrangement exists. The speaker does not understand the methods of the
various schools of music well enough to tell the music teacher, who has
studied abroad or is the graduate of a great conservatory, how she should
present the lessons; in the second place, music is art and cannot be outlined
in certain fixed and mechanical routes. Our teachers realize that it is up
to them to maintain the standard of the work, and I have no doubt as to
the quality of their instruction. The recitals at the close of the year in
which the pupils of the various teachers will appear helps much to tone up
the work and weed out the inefficient teacher. The poor teacher will lose

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ORBGON TBACHBRS MQNTHIiT 409

^ „ — . ^- . ■■ ■ — .

patronage and she knows it. The law of competition and elimination works
much better among the music teachers than it does in our public school
systems.

Two other appearances are required of pupils pursuing their second and
third years' work. Pupils taking music for the first year are not required
to appear in other than the recital at the close of school. Many of these
pupils are just beginning in music and are not skilled sufficiently to appear
and such a requirement would keep some from choosing music who need
it and are timid about the public appearance.

To keep a record of the pupil's work we have outlined a system of
reports, each covering a six weeks' period. The pupil is given one card at
a time and must finish the work for that six weeks before another card
can be obtained; a grade is given each six weeks. This requires them to be
prompt, helps the music teachers and gives organization to all of the work.
When the present supply Is exhausted, we shall possibly make a slight
change in them. On the other side we will have printed blank spaces in
which the music teacher will record the dates when instruction lessons were
given and the length of each lesson. There is a tendency on the part of
some teachers with few pupils to want to go away for a week, telling the
pupils to keep practicing, and that they will make up the lesson next week.
This is not fair to the pupil or the school.

I am so well pleased with this form of giving credit that I wish to con-
tinue it and I trust the day will soon come when such work can be carried
on in the seventh and eighth grades as It may be in the junior high school,
and that the work in music may be substituted for such subjects as physi-
ology; history, geography, or agriculture.

Real Piurpose oi a Privately Siqiported College

. , By FSESIDENT OABL QBEGG DONEY, WilUmette Uiilv«nity

The discussion of this subject never ends for the very reason that no one
can define a college and every "person's judgment of what a college is for is
based on a different set of facts or opinions. There are as many kinds of
colleges as there are colleges, each with aa individuality and, consequently,
with differing programs. However, there are certain indices of a college
and for our purposes we shall consider that institution to be a college which
offers four years of work beyond that of the standard high school, which has
not fewer than six professors, a hundred students, proper library and labora-
tory facilities and an income which allows the school to secure good
instructors' and material equipment. With less than this, the institution is
something else"; much more than this, it may be a university.

Colleges are organized and maintained for the purpose of serving the
people in some particular not met by any other institution. It makes little
direct contribution to society; its service must pass from its students to the
larger organism. It increases the power of individuals and through them
Bends enrichment to others.

The point of contact between education and life is represented by a
moving dial. The varying conditions of business, society, politic.'? and morals
make corresponding demands on education. The changed conditions, how-
ever, demand adaptations in the practical application of education, rather
than in the substance of education itself. As an illustration, we note that in
early times when the American colonies were seeking national unity while
preserving lilTerty, the task of the teacher was to discover the way and to
enlighten the public mind therein. Later, the question was that of develop-
ing the resources of the nation, and education responded by stressing the
natural sciences and technical training while it relaxed attention in other
directions. In both instances the demand was for an appropriate kind of
truth; and this is the demand always; but the truth may come from differ-
ent spheres and find application in changing forms of interest.

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410 ORBGOW TBAC?H13mi MOWTH1.Y

The difficulty lies in discoyering what truth is. This is the cross upon
which reformers have met their crucifixion, whore also some teachers have
paid a U^st penalty. They have felt that it was right to adhere to a belief
that was sustained by reason rather than to follow a belief that had no such
sustaining evidence; they have stood for rational demonstration instead of
the formulations of prejudice and self-interest.

We have fondly thought that the time was forever gone when the
scholar did not have full freedom to teach the truth. It is gone from educa-
tional institutions so far as open restraint is concerned, except in rare
instances where the dead hand or the living demagogue has interfered. But
I cannot Join in the happy conviction that all educators are free from
influences which impel them to teach much which does not wholly commend
itself. The insistent clamor of an unthinking public has tended to disturb
the mental poise of the scholar and by oft reiteration has impressed his mind
with doubts and misgivings.

One can see what I mean when he considers the effect of a demon-
strative and contending public on the attitude of a popular government.
Wise and conscientious statesmen are compelled to compromise and to stand
for what they know is less than the best. The church has likewise been
tempted to conform to doctrines and teachings to meet the demands of
masses of people. And it is clearly too much to say that teachers have
escaped from a like influence. It is one of the dangers arising from a
democracy and a consequent development of excessive individualism. Do not
understand me as saying that democracy and individualism are anything less
than priceless; but I do say they have their dangers, and one of the dangers
is that which arises from unthinking or uninformed individualism. A person
may easily overestimate the value of his opinions and it often happens cbat
the more ignorant one is the more he contends for his views. When this
person is multiplied by thousands the effect is searching and powerful.

It is proper to ask what influence this condition has upon the program
of education, and whether the scholar and teacher should resist the influence.
One expression of public opinion, represented by a considerable portion of the
people, demands a popularization of education. This is a highly taking
term; and we are told that education is valuable only to the degree that it
helps one in the struggle of life, only to the degree that it is practical,
which usually means making money. In the face of this claim, what should
be the attitude of the schools? One is tempted to say immediately that
people should have what they pay for and what they want. To do otherwise
would be to destroy the rule of the people and to set up an aristocracy. I am
not certain that this would be a safe and sound conclusion. History will
sustain the statement that the minority has as often expressed the voice
God as the majority has. We well know that the voice of the people does
not direct in the discovery and use of the principles of science, that it does
not control in the matters of medical hygiene, that it does not establish the
laws of art, that it is not dominant in determining the highest methods in
any interest or vocation. The judgment of the expert whose study and
experience have been given to a particular subject is required and respected.

The mind of the many should always control if it were well instructed In
the matter which is at issue; but until it has attained an analytic judgment,
there must be those whose special ability entitles them to lead. If there are
those who, because of superior knowledge, can be wise in law and medicine,
in science and art, in invention and commerce, there should be those who
are wise educationally. And there are; and my plea is that their judgment
should not be founded in anything except the truth evidenced by clear facts.
The physician who does not use the typhoid serum or vaccine because there
is a sentiment against it is no less culpable than the educator who defines
the purposes of education according to sentiment. To popularize education
for no other reason than that an uninstructed class wish it to be so, is to
devitalize it and ultimately to find it a corpse.

I will say then that in determining the purpose of a college, the edu-
cator should not take his standards from the inexpert and uncritical, for you
can no more make concessions in education than you can in science and
religion. Therefore, the question of the educator is not what some people
want, but what is the education that is best for them to have. In replying

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OnmGOJi TBACHBBS MOWTHLY 411

to that question, we shall move toward the answer by picturing ourselves the
ideal man, the person like whom we would wish all other persons to be; and
then determining what contribution the college can make toward him.

The ideal person would have a perfect moral character. The basal
importance of this is apparent, but however necessary it is, I do not think
the chief purpose of a college is moral and religious Instruction. The college
shares this function with the church and the home. Every college should be
definitely religious. It should not tolerate an unreligious teacher and much
less one who is irreligious. It should strongly encourage its students to be
religious and should always demand of them a high standard of moral con-
duct; and while one of the purposes of a college is to deepen and strengthen
religious character, this is not Its peculiar function. Neither do I think that
the principal purpose of the college is to afford mental discipline, however
essential that is. Assuredly there will be regularity of habits both in conduct
and in methods of thought, but these have often been acquired beyond college
walls. Nor is a college the place where chief attention is given to the acquisi-
tion of facts. This attainment also can be secured outside the class room
and laboratory. The principal service of the college should be to do for the
student that which no other institution can do; it should have some out-
standing purpose peculiar to itself and to which it is committed in its major
efforts.

Irrespective of location, the purpose of a college, I am constrained to
believe, is to train students to think. The college must make its own
contribution to society and, if one were asked what it is from the educational
standpoint that society needs most of all, the answer would be immediately
given that we need thinkers. As a people we have many virtues, but the
thing most lacking is downright, constructive thinking. A moment's reflec-
tion will convince us of that. Interpreted positively, the great Impacts which
have pushed the race forward have come from the thinkers. Whether they
had been Puritans deliberating over their relations to God, or Continental
Fathers devising a new system of government; whether they have been
scientists wresting secrets from reluctant nature or inventors laboriously
contriving methods to use discovered forces; whether they have been states-
men preparing the laws of a nation or sociologists investigating the
phenomena of society; whether they have been artist, author, preacher,
teacher, farmer, merchant — whoever he has been. If he gave men light for
darkness, he has first of all been a man of thought. Interpreted negatively,
the great obstacle to advancement has come from the unthinking. Whether he
has been the demagog misleading by vociferous rhetoric or the dull follower
of credulity and tradition; whether he has been the simple plodder who
blunders with his hands or the enthusiast who deceives himself by unde-
tected sophi&ms — ^whoever he has been, if he has stood in the way of possible
gains, he has been a man who did not think.

I know that morals is a surpassingly vital consideration in all these
matters; but we are to remind ourselves again that we are trying to
determine what the chief and e.special function of the college is and that we
believe it to be to train students to be thinkers. Every problem, every
interest and activity, every dream and plan of man involves thought, thought
to create and thought to direct. If we are to get an inch farther forward in
any field, the mind of man must tell us where and how to go.

I fear that few colleges have, with avowed decision and clearness, set
themselves to this task. We have been tempted and confused by the
demand of the uninformed for a popular education, an education that is
easy and practical; and this has sometimes led to the emasculation of
teaching in the hope of making it acceptable to the multitude. The college
should be the highest organized opportunity for producing the thinking man;
and it Is a demonstrated truth that in order to become a thinker one must
think. Increased strength comes to an organ or faculty only by use, use
prolonged and heavy enough to approach the breaking point. The occasional
or dilettante toying with brain problems has never produced an Edison or a
Webster.

Most of the colleges offer the subjects which will afford the training
needed to produce the thinker. What is needed further are common sense
as a basis, right methods and the sufficient application. In the study of the

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412 OREGON TBACHfiRS lf01VTHI<Y

sciences, one observes phenomena, then compares, infers and reaches con-
elusions. Mathematics is the science of absolute truths, and forces the
mind to reason. The study of languages is essentially scientific; the student
observes, discriminates and deduces the general principle. The historian
must be a reasoner and a gatherer of data for the further exercise of reason.
He traces the great law of cause and effect in human society. Likewise the
study of sociology and economics presents a myriad of human elements
for classification and evaluation; and enlists the host powers of the reasoning
faculties. The content of philosophy, rooted in life itself, is the most ration-
ally awakening of studies. It demands the interpretation of human phenom-
ena, complex, unseen, fugitive; and no mind can be exercised therein without
feeling the inflow of power. English may be studied philogically, as litera-
ture, or in its creative relations. In the first instance, it has the scientific
value of Latin or Greek. As literature, it has the worth of history in its
relation to the law of cause and effect. And creatively it is proper to demand
of all who write that they put into words only that which reflects studious
thought. Incidentally, it is to be observed that the argumentative theme
has been too much replaced by floods of merely descriptive writing.

A college curriculum which includes all these subjects properly balanced
and valiantly pursued, in which the student actually works for four faithful
years, will go far towards fitting him to solve the questions which will
confront him in his vocation and home and society. It may not make him
fruitful in original research, it may not make him a great leader, but he will
be in possession of his resources. And this purpose of the college to train a
man to think may reveal him as a leader, as an uncommon man. And if one
uncommon man can be discovered in a generation, the race is secure in its
progress and the college has rendered society an immeasurable service.

Wc have said, however, that in order to produce a thinking man, he
must for a long period exercise himself in thinking. College men fail in their
vocations because they are lazy or self-important or immoral or from a lack
of common sense. No college can supply the last quality. If a person la
born with his mind cut on the bias he will always see things out of their
true perspective. Should he have the saving wit to know that he is chus
deficient, the college can help him to avoid some of the more obtrusive
examples of sheer foolishness.

Should a student be lacking in moral character, the college should repre-
sent to him a code of conduct so clearly fixed and defined that the youth
will either leave the institution or conform to the established precepts. If he
is willing to change his point of view, four years of honest agreement with
high ideals should permanently transform him; and a school that allows a
person to graduate who has, throughout his course of study, been dodging
and trickily evading the moral life is criminally guilty of malfeasance.

The conceited student is more difficult to deal with than the immoral
one, for frequently his excessive self-estimate is rooted in a lack of common
sense. The fine confidence to be expected of the freshman is, however,
usually toned down by his fellows who are particularly sensitive in such
matters. What with the help of older students, the college should be able to
so acquaint a student with the great world of wisdom that he will see himself
in proper relation to it. Again, we hold a college to be derelict which gradu-
ates a bumptious nuisance.

I am constrained to believe that most failures of college men are due to
a lack of industry. An enthusiasm for hard work not only accomplishes
positive results, but negatively it saves from much of badness, conceit and
assininity. Clever terms are devised to caricature the hardworking student:
He is a "grind," a **shark," a "bone," a ''faculty pet," and the like; but he is
also the one who usually leads when he gets out of college. Most students
do not work enough while In college. They are tremendously busy, but a
vast deal of their busyness is about things which add nothing to their gray
matter. As the school system is now organized, seven hundred days of college
attendance leads to a degree, a little more than two years extended over four
years. Unless the seven hundred days be days of real work, there will be
engendered habits which are loose, evasive and destructive. The marvel is
that some colleges produce any truly industrious men. The clear duty for
all of them is to be so exacting that tasks constantly invite and drive, and

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ORMGOlf TBAOHMRS MOWTHIiY 418

sometimes demand the la4st ounce of mental power. Only thus will the
college do its duty toward producing the real thinker.

The question naturally arises concerning the function of the college to
fit men for their particular life work. I do not undenralue technical train-
ing, but I contend that it should follow the college course and not be a
substitute for it. It would seem reasonable to believe that the farmer has
as great need for constructiye thinking as the lawyer or doctor or preacher
has. Why should the learned professors require two or more years of gradu-
ate work while the farmer, the engineer, the Journalist think they can get
on with undergraduate technical training?

It is true that the schools face the issue raised by those who are posit-
ively unable to devote more than four years to preparing for their vocation.
Should this class pursue the ordinary college course or should they follow a
technical course? There are two answers to this inquiry. For those who
refuse the hard drill of the mentally stimulating subjects and whose native
abilities suggest that they must be content with slight success in their voca-
tions, I would prescribe a course of study which includes much of the purely
technical. But for the strong-minded, ambitious youth who will not cease
to be a student when he leaves college, I would prescribe a thorough coarse
In the college of liberal arts.

Aside from the conclusions of reason, I base this Judgment upon obser-
vation. I am rather intimately acquainted with the careers of a company
of men who were graduated from a university twenty to thirty years ago.
The school then had from two hundred to five hundred students and its
laboratory equipment was that of a fairly good present day college. Almost
all of the students followed a rigidly prescribed course which included the
time-worn and established subjects. Their technical opportunities were
small, and they simply studied and studied. Were I permitted to name
these persons you would find them on the United States Board of Defense,
captains of industry with the Edison, Westinghouse and General Electric
companies, the Niagara Falls and the Zambesi Falls engineers, the leading
physicists of Harvard and Yale, notable authors, manufacturers, educators —
an amazing percentage of highly successful men. It is my belief that they
have succeeded largely because they were schooled in the old-fashioned
courses, were obliged to work until their brains^ whirled and made to become
independent thinkers. A few did graduate work, but most of them entered
upon their vocations with only the four years of undergratuate study. It
was, however, a real training in thinking and not in how to fill out a dance
program or to applaud an opera.

Allow me to mention another example. I have a friend who is a
considerable manufacturer of electrical machinery. He seeks original and
teventlve skill as well as the ability to direct the enterprises of a large
industry. He has a standing request to have the opportunity to enga^re any
of our college graduates whom I will recommend. He knows that we can
offer the most limited technical training. He says that he does not care for
that; he wants men who can think, who are industrious and moral, who have
capacity to grow.

The man who thinks at once becomes the master of all who do not
think. If the power of the thinker be so controlled by a social conscience
that he will not use his ability to exploit these of less power, he is the world's
benefactor. The college which produces such men shares in the praise of
those who rise up to call them blessed.

Patience and gravity of bearing are an essential part of justice; and
an overspeaking judge is no well-tuned cymbal. — Bacon.

The ablest pilots are willing to receive advice from passengers in
tempestuous weather. — Cicero.

Every absurdity has a champion to defend it, for error is always talka-
tive.—Goldsmith.

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Sewing in the High School

'By KB8. A. A. 8ANBOKK, PortlAnd, Onfon

The subject of sewing in the schools is so far reaching that to attempt
to select Just the one branch, the sewing in the high schools seems like a
subject without a beginning or an end.

Woodrow Wilson says: "Education has this useful effect — ^that it
narrows of necessity the circle of one's egotism. No student knows his
subject. The most he knows is where and how to find out the things he
does not know in regard to it, and in dealing with complex affairs to find
where to get the Information necessary to understand at least a part of
it at a time. What we need is a universal revival of Common Council."
These remarks It would seem fittingly applies to the several activities com-
prised under the head of Home Economics. The division of the sewing In
the different schools and colleges seems not very well defined by a large
number of people Interested in education.

The elementary work in sewing as in all other subjects must be founda-
tional; it should be simple and practical so It may apply at once with home
problems. The first term of high school sewing must of a necessity over-lap
the elementary work and serve as a review as well as to introduce much
that is new.

The trade school, as we understand, is designed to prepare the ap-
prentice for a particular trade. The technical school aims to help those
who already know something of a certain class of work and wish a more
scientific and theoretical knowledge of it. It does not propose to take the
place of apprenticeship but to develop the foreman. Hand work is given to
explain the science rather than to fit a student for a trade worker. The
normal and agricultural college deal mostly with the one problem of training
teachers and professionals, and with more mature minds, therefore the large
range of subjects touched upon In high schools should be carried to the
highest point of efficiency.

It is generally conceded that to successfully teach any of the mannal
arts, one must have a thorough working knowledge of all phases of activity
to be employed in the presentation and results to be attained in the subject

To be a successful teacher of sewing one should possess much native
ability coupled with the desire to investigate and grasp the subject from a
broad viewpoint, to utilize that which is of practical use, as well as to discard
the useless. Many teachers reach out for the graduate work when It is the
more elementary work she needs. The successful and resourceful teacher is
one who Is able to work out her problems satisfactorily to herself and pupils.
No set rule or course should hamper the work or prevent the girl from
receiving the lesson that is of the greatest practical value. The teacher's
characteristics may differ to the extent that one teacher may get good results
by one method, another equally as good by a different method. The
teachers' personality also exerts a great influence over the pupil, therefore
it should be of the best. There is possibly no line of work taught in the
schools of today that contribute so directly to the upbuilding of the cha^
acter of the girl as the home economics subjects.

The introduction of manual training as a necessary part of education
has raised sewing to an art of great importance. Outside of the practical
advantage of being able to use the needle, the mental training through hand
and eye has been proved to have a permanent effect on the character of
the child. The training of hand makes it dexterous in other employments
as well as to inculcate in the child habits of thrift, cleanliness, patience,
accuracy and economy, and to develop the Inventive faculty. The enthusi-
astic and progressive teacher can, through sewing, make freer and more
capable beings of her pupils and help round out their characters. All methods
of presentation of a subject should be thoroughly studied; to be succesaful
she must know her subject from all sides.

The course in sewing is correlated with many phases of activity, besides
stitches, seams and the making of garments. As the growth, manufacture
and use of the different textile fibers, the commercial aspect ot all matters

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ORKGOW TBAOHBRS MOlTTHIiY 415

pertaining to materials and making of garments, intelligence in buying, art
in dress and many allied subjects. The specific aim should be to develop
the girl along lines of right thinking so she may view her responsibilities
as a social factor in a broad and intelligent manner, and that she may
become a more useful member of society as well as to fit herself for a
practical home life.

Points to be considered in outlining t course ini sewing are many, as
each city or each school is a law unto itself. Conditions differ so greatly
that much thought must be given to the subject and the testing of different
methods is the only solution. In the high schools we have girls with various
degrees of knowledge. Some have no understanding of sewing, some a very
little, others have some knowledge of stitches, seams and garment-making
but lack much of the technical knowledge. So in the high schools as in the
grades much detail work is necessary, as the younger and. less ezperlencj^d
the pupil, the more detail work is required.

We also have the exceptional girl who must have 9pecial attention and
methods to meet her particular needs. Therefore the Dome^tic Art course
should be so flexible that each teacher may adapt some part of it to meet
individual needs.

Some of the definite problems that each pupil must understand before
she can hope to advance to any considerable degree, is to become familiar
with the names of stitches and seams and their application to the different
garments, name of materials and methods of handling.

The intelligent use of patterns is most essential; the use of the drafting
in schools has undergone a great revolution of late years. Once it was
thought to be of great importance as a pattern making necessity. Now
with the many splendid patterns its use is only essential as it applies to an
intelligent interpretation of the patterns. Therefore the importance of
thoroughly understanding measurement and changing and manipulation of
patterns cannot be over-estimated. The study and testing of materials is of
great importance in the life of the girl, if she hopes to select materials
intelligently, and in this connection she will need to make use of many
mathematical problems related to buying and making of garments, also in
the keeping of accounts and the making of the budget. All these subjects
and many more of like nature are of necessity made use of in a high school
course of sewing.

There is no formula by which the knowledge of sewing can be gained
except by the doing. Because of the complications arising in ever-changing
styles and complexity of the work, there should be a course outlined and
made optional, extending over a period of three years at least, so' the girl
who has not the time or means of entering college can get more advanced
practice, as many girls, on leaving high school, are expected to make all
their own garments and those of the family, thereby- reducing the cost of
clothing about one-half. We hear much about teaching the pupil in school
that which will be of the most value to him in the line of work he wilshes
to pursue. Would not this apply to the home economic subjects as well?

In Portland we have one ninety-minute period of sewing every day of
the five days in the week, making seven and one-half hours per week, a little
over eighteen days of eight hours a term, or about two and one-half months
of sewing in two years. Can you conceive of any one, much less a young
girl of high school age, being able to fit herself for independent work in that
length of time? Examinations, holidays and other interruptions coming
out of the time would leave about two months in the two years' course
^ven to the actual practical work. We think Portland is fortunate in having
so much time where many places have much less, but should not every high
school course be so arranged that if the girl felt she needed more of a
particular subject she would be able to obtain it?

He that is taught only by himself had a fool for a master. — ^Johnson.

To be angry is to revenge the faults of others upon ourselves. — Pope.

Character is the diamond that scratches every other stone.-7-BartQl.

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H*w Can the Higher Schools of Commerce Best Serve

the High Schools?

By J. A. BBaaUs Oncon AfrlcfOtUftl Oolltge

In attempting to answer this important question, I shall emphasize the
idea of service at the outset. I take it for granted that there can be no
division of the opinion that the highest aim of education is public service and
the elevation of the general citizenship of the state. There are three parties
interested in the high schools who may be served by the higher schools of
commerce: Namely, the administrative authorities, the commercial teachers,
and the pupils; how may these be served most effectively?

The question of finance, of teaching force, of courses of study, equij^
ment r.nd facilities for doing work, are uppermost in the minds of the school
authorities. These questions affect the school permanently, regardless of
the teacher. The instructors come and go but these fundamental questions
remain the same from year to year. The large correspondence of the O. A. C.
School of Commerce with school authorities relating to these questions con-
vinces me that these are practical and not theoretical problems.

Ckinrses of Stady. — One of the most effective aids the higher schools of
commerce can render the high schools is undoubtedly in the preparation of
standard courses of study. The colleges and universities are usually equipped
with large libraries and their faculties usually have had an opportunity to
observe more widely than the average instructor in the small high school,
hence the higher institutions should be clearing-houses for information
regarding the most advanced thought in every field of education, and they
should be in a position to extend this knowledge to high school authorities.
It is often objected, and too often on good grounds, that the college instructor
is impractical and knows less of the needs of the outside world the longer
he remains at college. But while this criticism may be fair respecting the
old time college man, I do not admit that it is true to the same extent at
present and it should be still less true in the future.

Two methods have been suggested as finishing courses for practical pur-
suits: One is suggested in the Oregon Course of Study, namely, a semester
or two oC apprentice work for which credit is given, and the second has been
suggested by many thoughtful educators, namely, to insist on at least one
year intervening at practical work between the high school and college. It
is claimed that this would be a great aid for the student in selecting the
proper course of study. I am one of those who doubt seriously the advisabil-
ity of the latter plan. The first would, doubtless, be a greater stimulus to
continued studies, wh4le the latter plan would be a more effective method of
elimination from advanced studies altogether.

Some wbrk has already been done toward standardizing commercial
courses of study in Oregon. Though laying no claim to finality, the courses
of study for departments of commerce by the superintendent of public instruc-
tion last year was a move in the right direction.

Room and Equipment, — The next field of service of the more advanced
institutions is in the study and dissemination of information regarding room
and equipment. One of the first questions for consideration In the develop-
ment of a new department is the facilities for work. Since a well equipped
commercial department is one of the most expensive in the averaige high
school and since an unwise selection of equipment and planning of room
will retard the progress of the work for many years, it is of the utmost
importance that reliable information be obtained from disinterested sources
before costly mistakes are made. This relates to desks, chairs, typewriters,
copy holders, office equipment and material of great variety. Too little
attention is paid to standardization of this equipment with the result that a
lot of hit-and-miss material is accumulated only to find its way to the scrap
heap after the costly experiment. The higher schools of commerce should
co-operate wth the department of public instruction in a thorough study of
these problems and give the high schools the benefit of their research.

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OBMOaW TMAfiHKB» MOWTHLY 417

It should be empliasized, however, that too great importance is often
laid on elegance of equipment rather than on serviceability. Very sa^ft-
factory desks, filing cabinets, shelves and so forth may be made in the high
school manual training department, or by some of the most enterprising boys,
at exceedingly low cost to the school. Besides, elegance and extravagance
in equipment is apt to lead to wasteful habits which must be overcome before
the student has proceeded far in his business career. And everyone knows
that there is often a compensating advantage in working against and over-
coming difficulties.

Text Books, Library, and Material. — ^Another most fruitfal field of co-
operation lies in the selection of text books and laboratory material. What
a fearful waste in our educational system by the careless selection of the
sources of information. True, the state maintains a very efficient text
book commission and on the whole the interests of the schools are well
guarded, but there is room for thorough investigation by the normal school
and higher schools of commerce before the text book should be considered
by the commission.

That the preparation of text books and laboratory material is a funda*
mental need is shown by the efforts of such agencies as the Harvard Uni«
versity Bureau of Business Research, the U. S. Office of Markets and Rural
Organization and the Federal Trade Commission. Every teacher should be
on the mailing list of these organizations. Every high school commercial
department should develop a business men's library which should be
selected with great care. It is unreasonable to expect that the instructor in
the small high school should be able wisely to lay the foundation for such
a library. The combined experience of the higher schools of commerce and
the collected information and experience of the more advanced high schools
should be placed at his disposal.

Commercial geography and local industries are subjects receiving in-
creasing attention in the large high schools in every part of the country.
To teach these subjects properly and to inspire enthusiastic interest in local
and state depelopment, requires a great variety of illustrative material. Such
collections are commonly dignified by the name of Commercial Museum.
The great Commercial Museum of Philadelphia offers a variety of collections
to illustrate different subjects at very reasonable prices. Manufacturers are
always glad to furnish such material to schools which make proper use of it.
A miscellaneous collection of material, however, is worse than useless if it
is not properly classified and studied in connection with lessons it is intended
to ilustrate. The higher schools of commerce should be active in assisting
the high schools, both in securing the material and in standardizing its use.

Training of Teachers. — Perhaps the most important service the higher
schools of commerce can render the high school authorities is in training
teachers who shall be, not only competent instructors, but who shall thor-
oughly understand the conditions of the state and be in hearty sympathy with
every movement which makes for industrial development and social uplift.
Few people realize the fact that of the entire enrollment of considerably
over a million high school pupils, at least one-fourth of all high school teach-
ers must be trained for their profession by the higher school of commerce.
To be exact, the commissioner of education reports 52,491 high school
teachers in 1913, of which Oregon is credited with 679. Then allowing for
rapid increase during the last two years, there should be at least 200 teachers
interested in business courses.

The importance of the summer schools at the state institutions is often
overlooked by both the authorities and the teacher. Equipment of great
value and a large teaching staff are devoted to a comparatively insignificant
attendance when the halls of learning should be crowded to the limit. High
school authorities should offer inducement to the ambitious teacher to avail
himself of these opportunities. This would probably have to take the form
of indirect recognition and advancement rather than direct financial aid.

Preparation of the Teacher. — How can the higher schools of commerce
best serve the teacher? Obviously, the first assistance the advanced school
can render the teacher is in adequate preparation. The large excess
over the supply for competent commercial teachers leads me to believe that
this is a field which may well be cultivated. This is especially true regarding

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418 ORBGOH TBACHBRS MOHTHIiT

applications for men who have chosen teaching as their life work and not
merely as a stepping stone to other vocations. My observation has been that
the average applicant for a high school position is deficient in one or more
of three fundamental requisites: (1) Intensive training in specialty, such
as accounting, office training, stenography, commercial law, or economics;

(2) insufficient fundamental training in English, mathematics and science;

(3) insufficient training in student activities and leadership. It is the duty
of the higher schools of commerce to watch the progress of prospective
teachers with a view to correcting these defects.

Beodln^ Courses. — The college or university can be of groit service in
conducting reading courses for the benefit of the commercial teacher. A
start in the right direction has already been made by the state department
of public Instruction and most of you are familiar with the reading courses
which were started last year. O. A. C. instructors have found the conducting
of such courses a real pleasure because it puts them in touch with va**ou8
conditions in the entire state. Some of the most lasting and profitable
friendships are formed in the courses of this co-operative work.

Correspondence Courses. — ^What is true of the reading courses is equally
true of the more formal correspondence courses. This method of instruction
lends itself peculiarly to the teacher because in the course of his dally work
his shortcomings and difficulties are discovered and emphasized. And the
instructor is obviously better fitted to pursue self study than any other class
of students. A multitude of correspondence courses are offered by a variety
of individuals and schools, but in many cases the courses are too expensive
and ill suited to the needs of the student. No institution should be better
fitted to furnish the assistance to the high school teacher than the state
colleges and universities. Both O. A. C. and the University of Oregon are
rapidly developing correspondence courses In commerce within their
reispective fields. These courses are offered at practically no cost to the
student beyond the necessary books and material. Many of these courses are
offered as part of the requirements for a degree under suitable restrictfons.

Kducational and Vocational Guidance. — The services which the higher
school of commerce can render the pupil is less definite but no less important
Among the most difficult and vital problems in education, especially beyond
the high school, is educational and vocational guidance. Who should be
encouraged to pursue a college course? Who discouraged? Who should
pursue law? Who, agriculture? Who, commerce? These questions are of
tremendous importance to the commonwealth as well as to the individual. I
am not ready or competent to lay down specific rules to be followed, but I am
here to say that as careful methods should be used in determining fitness for
position as In the selection of proper equipment for our factories, or stock
for our dairy farms. If the colleges and universities gave more serious
attention to the study of the prospective candidate before he leaves the high
school rather than during the college course, there would be far less educa-
tional and vocational misfits. This cannot be done without serious, pains-
taking investigation any more than important results can be achieved with*
out research in scientific investigation. This slow and often costly investi-
gation should be performed by the local authorities in co-operation with the
colleges and universities.

Correlation of Commercial Courses. — This discussion would not be com-
plete if I did not say a word regarding the correlation of the courses of
study of the higher schools of commerce and the commercial departments of
the high schools. What should constitute the end of the high school course
and the beginning of the college course? Under what circumstances may
college credit be granted for high school work? What is the distinctioo
between higher and elementary work in commerce? These are questiosB
which press for answer in the minds of both the college and the high school
authorities, as well as by the pupil preparing for college. The quantity of
work rqulred for graduation from the high school is measured by fifteen
units and may be readily equated with college credits. If all high school
graduates knew exactly what course to pursue and all college preparatory
courses were standardized in high schools of equal facilities, the problem
would be easily solved. But neither of these suppositions are true or will
likely ever be true. A classical high school student often decides to enter the

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college commerce course and a commerce hlgk school graduate as often
chooses the university course in liberal arts. Under either circumstance, the
college or university generally offers beginning courses which are just as
elementary as courses offered In the best high school, junior and senior years.
The only difference lies in the measure of the work spent on the course.

Lest I be misunderstood, I must make the practice of O. A. C. perfectly
clear by two examples: Take, for instance, the department of mechanical
engineering. The first semester of the freshman year requires a two credit
coarse in mechanclal drawing. This means six hours of work per week for
eighteen weeks. Many of the Portland high school graduates come with a
year's credit in the subject and it has been found that this work, usually .
given in the last two years of high school, is fully equivalent to the college
courses of half a year. Hence, mechanical drawing Is credited in the fresh*
man year, but the student becomes deficient in an equal number of elective
credits. These may be made up by taking any work for which the student is
prepared during the college course, usually in English, modem languages, .
mathematics, science, or commerce. It is generally conceded that a very
good elementary course can be given in the high school in both stenography .
and accounting, but that advanced courses in both subjects are out of the
question in high schools, due for the most part to the immaturity of the
student. Hence, if a student has finished two years of either stenography
or accounting in high school, he may register in the sophomore year in either
subject, deficiencies being noted in elective credits. This correlation is typl*
cal of all other departments. In other words, a total of fifteen units of
^igh school work, phis 136 credits of college work must be comipleted before
a student can obtain a degree in any course at O. A. C.

In my judgment, there is no reason why this principle should not be
established .for all high schools reaching a certain standard set. by first-
class colleges and universities. Here, obviously, is an opportunity for real,
constructive work on the part of the higher school^ of commerce. The
distinction between higher and elementary commerce lies both in the kind
of work and in the intensity and extent of the work. Lfatln may be begun
either in high school or in college and advanced work may be pursued both in
the college and the university, and yet Latin is Latin. The same is true of.
accounting, of economics, of commercial law or of English.

Conclusion. — In conclusion, I venture the hope that by the continued
co-operation of the state department of education, the several higher schools
of commerce, and the rapidly developing high school commercial departments,
Oregon will be able to assume leadership in commercial education on the
Pacific coast. Speaking for the higher schools of commerce in Oregon, we^
welcome every request for any assistance we may render in the development
of commercial education throughout the state.

Manual Training and Its Relation to Industrial Efficiency

By FBANK H. 8HEPHEBD, Oregon Agricnltiiral OoUoge

The value of manual training to the industries is best studied along two
lines: First, its cultural value in developing individual ability; second, voca-
tional preparation, in laying foundations for future activities.

Let us define the terms of our subject; the dlctiopary is our authority:
Culture is the training, development, or strengthening of the powers, mental
or physical, or the conditions thus produced; improvement or refinement of
mind, morals or taste; enlightenment or civilization. Efficiency is the power
that accomplishes a desired or designed work; th\3 quality that produces the
best results or the most effective service. Industrial denotes the processes or
products of manufacture, or commercial production in general. Manual
training is a system of education whereby pupils are instructed in handicrafts
as carpentry, blacksmlthing, etc., for boys, and sewing, cooking and household
duties for girls.

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The history of manual training as developed in the United States may
serve to guide us to an understanding of its relation to industry. Go back
to the days when John Runkle, Col. Parker, Charles Ham, and that grand
old pioneer of manual training, Dr. G. M. Woodward, of St. Louis, Mo., and
a few others were dreaming, studying, experimenting, working toward the
expression of a new ideal in a course of study for public schools in the
United States. A progressive, democratic people were more and more insist-
ent in demanding a system of education that should offer equal opportunitieA
for an education to all the children of all the people. There were trials and
errors, hopes, doubts and fears, adverse criticism and lofty indifference.
But in 1879, on the sixth day of June, the St. Louis Manual Training School
was established.

A very similar course of study, written by Philip Parcher, is now used
under his direction in the schools of The Dalles, Oregon. There is this
difference; long experience since 1879 ttets shown it advisable to offer such
work to boys of even less age than fourteen. The course has been arranged
accordingly to cover five or six years. The last year is devoted to specializa-
tion, with courses adapted to meet modem conditions in the industrial world.

Now from the doors of that manual training school in the city of St.
Louis, let us follow the trail that proceeds with many twists and turns, but
ever widening and improving, until it has almost developed into a national
highway of Industrial education. As we pass along over this trail, we see a
side track or spur that leads off to the Russian system of joint construction
in woodwork. You may be surprised to know that there are still tickets sold
for stations along that trail, but here is a letter dated December 7, 1916,
signed by the principal of a vocational high school in a middle western state.
He says:

"There Is no question in my mind but that the best work was obtained
and the very best workmen made in the days when we used the old Russian
system of joints. I have seen so much useless trash made of late years with
no other idea than to keep boys busy or because they liked to do that thing.

So many of these things did not teach one new idea, so I frankly say I
have lost faith in the work. So a system of exercises that will bring out some
desirable principle or teach the use of some new tool or a new form of con-
struction is, I think, the proper course to give."

After pausing at the Russian System Junction we move on and very
soon come to a broad and well marked road known as Swedish Sloyd. For
a short time this road was in the hands of a company known as practical
sloyders but it soon went into the hands of a receiver and the stock was
taken over by the traditional school men who changed the name to Educa-
tional Sloyd and closely followed the fifty sloyd models for their educational
values. To show you that this method still prevails in many of our schools I
will tell you in general of a statement made in a letter from a teacher in a
school in Oregon who recited in detail the work done by his 7th grade
pupils in making a ru\e from soft pine. The said rule was to be 3-8 inch by
1 inch by 12 inches with the various details found on rules of this kind. This
teacher showed me that after 20 hours work the boys of the 7th grade had
nearly finished their rules. Soon after the educational sloyd people had their
line in active operation, two rival companies were formed. "Our Schools for
Culture Only" club cast covetous eyes on the Arts-Craft movement, and the
controlling interest in that company soon passed into the hands of the
educational conservatives. They still do a deal of press agent work in the
interest of their holdings. The rival company was known as the Industrial
Movement and their policy is shown by the following short synopsis of an
address made by a strong supporter and a large stock holder in the industrial
organization. He says, in part: **In the past it has been claimed that the
making of pieces of household furniture was actually connecting the school
with the home, but the fact is, the furniture of a home does not make up the
home life, and without the co-operation of the other departments of the
school, pieces of furniture are all the manual training teacher has to realize
the home life with." He follows this with a description of what should be
done by manual training teachers by illustrating a study of an industry in
the school he represented. The industry of which the study was made
happened to be a foundry. A demonstration was given in the school room
with soft metal to illustrate molding and casting. The boys then made a

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flask, a rammer, a slicker and a vent wire. To furnish power for the baiM-
ing of a model of a foundry, water wheels were made and the best water
wheel was selected to run the blower. "These boys made the foundry, includ-
ing the building, cupola, elevator for fuel and metal, blower and the crane."
There is no reason for going into greater detail to show you the trend of the
industrial movement other than to say that courses of study in schools where
the industrial movement prevailed were arranged covering the chief indus-
tries such as transportation, mining, fishing, etc.

For the past five years the tendency has been strongly toward the voca-
tional movement, and while there are a few so called manual training men
who are still clinging to their shares of stock in one or more of the rival
organizations it seems that about 97 per cent of those who are interested in
an educational system that offers equal opportunities to all the children of all
the people are now in or heading for the main line that had its origin in the
St. Louis manual training school thirty>seven years ago. As the problem for
solution now stands it is not the method or the movement that you follow
that counts for efficiency. Each of these movements has its good points, and
it is quite within the range of human possibility that any progressive, up-to-
date manual training man of today is using the good points from each of
them.

All manual training work to deserve the name of manual training must
lead to industrial efficiency. In the first grade the paper folding and cutting,
the furnishing of the home of "The Three Bears" should lay the foundation
for future study of house furnishing and construction. In the third grade
work with raffia should be the nucleus around which a vast fund of related
matter should be woven. Time will not permit a detailed outline of all such
work, but the matter may be summed up by saying that whatever the media
of construction, or the name of the lesson, unless the teacher makes each
step in the lesson an opportunity to fasten a bit of valuable truth that will
afterward function in the life of the child as a member of society, the work
is worse than worthless.

In illustrating the relation of manual training to industrial efficiency
let us use the subject of carpentry in a high school course. Here are a num-
ber of enlarged photographs of a garage that was built by the high school
boys of the Corvallis school under the direction of their teacher, A. R.
Nichols. Let us assume that this garage was built by Mr. Nichols and one
boy. Mr. Nichols as a contractor working for pay, doing the Job for so many
dollars and the boy working as an apprentice to learn the trade of a carpenter
and also earn one dollar a day for his wage. It follows, in my opinion, that
Mr. Nichols will try to do the Job in as little time as possible for the purpose
of making as much profit as he can. It also follows that Mr. Nichols if he is
an efficient contractor and builder will keep his boy on such work as the boy
can do the greatest amount of in any given time. Mr. Nichols will, perhaps,
do all the laying out and keep the boy busy sawing. Now it follows that
while the boy may become very expert in sawing he is surely having no
opportunity to become efficient if we measure efficiency by the definition as
quoted in the beginning. But Mr. Nichols and the high school boys built this
garage not as contractors and builders but as a teacher and pupils. They
made a study of garages; they looked at different garages; they measured
cars; they drew the plan and made the specifications; they talked of
materials, lumber, nails, hardware, etc.; they studied costs and made
estimates; they learned the cost in the open market for such materials as
were to be used in such a building. They made out bills in proper form and
thus, in the planning and constructing of this garage, added vastly to their
store of practical as well as cultural education. Now I am sure they did not,
but let us go farther and see what more could have been done to increase
their industrial efficiency while working with this garage as their project.
Suppose they had been using that wonderful text book "Occupations," by
Gowln and Wheatley, published by Ginn & Company; they would have taken
np chapter IX, The Building Trades, and made a study of the following:
The Carpenter, The Mason, The Structural Ironworker, The Plumber, The
Practical Electrician, The Painter and Decorator, The Janitor. Under the
general head. The Carpenter, they would have found the following sub-
heads: Rank of carpentry as a trade. Nature and remuneration. Natural
Qualifications, Facts concerning this trade by a prominent carpenter, Fine

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carpentering or cabinet making. Each of these steps would add to their
general knowledge, broaden their view and thus bring them nearer to indus-
trial efficiency.

That industrial efficiency may be attained through the manual training
work in our public schools, the teacher must realize that he must erer haye
his lamps trimmed and burning. There is no place in manual training for
dead ones or for those who sleep on the job. Success depends upon your
ability to readjust yourself and your work to the ever changing economic and
industrial conditions of the rapidly changing ixtdustrial world. Inventions
are so frequent that manufacturers are hardly able to meet the expense
necessary to keep abreast of the times. The one who was industrially efficient
a few years since, measured by the standard of that day, may be a back
number today. As a specific illustration of this statement you have only to
go over in your minds the wonderful progress made in the industrial world
in the past few years. Electric constructions and applications, the automobile,
the airships, the wireless telegraphy, the automatic telephone, the under-«ea
crafts, the uses of concrete and other building materials than wood. This
mental retrospection will convince the most skeptical that to preserve a
balanced relation between manaul training and industrial efficiency the
teacher must keep in touch with the workings of the industrial world. I have
a letter asking about a certain book on carpentry. The writer had heard the
book mentioned and wished to know if it should be adopted as a text book
on carpentry in his school. I secured a copy of the book and after examining
it very carefully I found that for modern construction it was obsolete. There
were a number of splendid plates to show the different steps from the time
the location was chosen until the building was completed, but the entire
frame was made with mortise and tenon construction. The speciflcaiionfl
for plumbing called for wooden bath tubs, lined with tin and painted with,
not enamel paint, but common white lead.

When Dr. Woodward of St. Louis wrote that ordinance by which the
St. Louis manual training school was established I am sure that he had a
vision of the many advancements in the industrial world that have taken
place since the year 1879 and in response to that mental stimulation brought
about by the shadow of events to come, he wrote into that ordinance: "And
such other instruction of a similar character, as it may be deemed advisable
to add to the foregoing frpm time to time.'' In the Portland school survey
which was made some five years ago, I find that Dr. Cubberly or another has
set forth therein three principles, in the way of advice or suggestion to the
teachers and principals in the Portland schools. If these suggestions are
made part of the working creed of any teacher, whether he be in the Port-
land schools or a rural school, on Greenland's icy mountains or India's coral
strand, the relation of manual training to industrial efficiency will be well
taken care of. These three principles exactly state the relation that should
exist between manual training and industrial efficiency: (1) The children
and the youth of the community must be constantly and sympathetically
studied by teachers and principals, in order that these may understand at all
times the condition, the capacity, the interests, and the educational neeos of
each child or youth; (2) the various present and prospective opportunities
and needs of the community for worthy service must also be studied, oon*
stantly and appreciatively, particularly by those immediately responsible for
the education of youth soon to be called upon to take effective part in the
occupations and life of the community; (3) the instruction of each child and
youth — the content, method, and the immediate purpose of that instruction
— must be constantly adapted to the needs of that child or youth. In the
light of the needs of the community."

If school boards will only employ men as teachers of manual training
who truly square up to this standard; if teachers will test themselves by
these principles and, if they fall short of the required O. K., refuse to
continue to take money under false pretenses there will never be cause to
intimate that manual training falls short of developing thoroughly efficient
boys to enter the industrial walks of life. If manual training is taught as It
should be, the relation of manual training to industrial efficiency is, (1) its
cultural relation as shown in the training, developing and strengthening of

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the powers, mental and physical; and (2) the same relation that exists be-
tween reading and so-called liberal education, that is, the foundation. Reading
is fundamental as a foundation for a liberal education. Manual training,
properly taught, is as necessary to industrial efficiency as is reading to the
liberal education.

Manaal Training , and Its Relation to the Coninmnity

By S. B. OHLOXTFEK, Pt&dleton, OMgon

If one were to talk on adapting manual training to the community in
majiy states one would have to give an abstract talk because the conditions
in one locality would not be the same as in some other locality, due to the
tact that many of the states have large manufacturing interests. We teach-
ers of Oregon are not met with such a situation. Practically every manual
training teacher of the state meets, or should meet, the need of adapting his
manual training to a community which is largely dependent on agriculture
pursuits. Many of us, in fact the greater per cent of us, are not meeting
these needs. From reports gathered this fall the following figures are noted:
Fifty per cent of the schools, in which manual training is taught, give nothing
but cabinet making, joinery, mechanical drawing and some woodturning and
patternmaking. The remaining 50. per cent offer besides the above subjects,
21 per cent, carpentry and concrete, and many of these said their courses in
these subjects were limited; 17 per cent carpentry only; 11 per cent car-
pentry and forging but no concrete work; % per cent carpentry, concrete,
forging and gas engine work.

This means that half of the schools of the state are trying to make
cabinet makers and draughtsmen out of the boys who will eventually work
back to some form of farm work. Any manual training Is good for the boy
but is your manual training doing your boys the greatest amount of good?
His cabinet work and woodturning do give him a splendid training, but my
point is that these subjects should not be the ones upon which the emphasis
is laid. Give him the fine hand training that goes with these subjects, but
do not stop until you have given him something that he can apply directly on
his leaving school. We have only one city in the state of any size and in
which we find any manufacturing interests to speak of. The rest of the
cities and towns draw their boys from the farm or from localities in which
the farming interests predominate. Why then start the boy out with
joinery? Have him make a small piece of furniture, then another piece of
furniture and then some more furniture.

I'll grant you it is a fine feeling to have some fond parent come to you
at the time of the annual exhibit and tell you how much you've done for his
boy, because he had made a footstool or a table for the home, but it isn't
in it with the feeling of pride that you would have if that same parent came
up to you and told you that his boy had done all the blacksmithing of the
farm or that he had built a cement walk or a shed of some kind.

You may say that if the boy has cabinet making that he can readily take
up carpentry, concrete, or forging because his hands are trained. If that
were to hold true many of us would make wonderful carpenters or black-
smiths. My experience, in working for contractors for two summers and in a
general mill one other summer, has been that the $3 a day I was paid was
about $2 a day more than I was worth, and I know positively that I can do
better hand work than any man that was on the job with me.

May I illustrate by telling you how we are trying to adapt manual train-
ing in Pendleton. When the department was installed about four and one-
half years our strong point was furniture work and mechanical drawing, and
some very creditable work was done. The course in carpentry was added
two and one-half years ago. Concrete work was added the following fall and
the manual training classes started work on a forge shop 24 feet by 38 feet
with concrete floor and foundation. That fall we built some 120 feet of low

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retaining wall and a couple of 10-foot ornamental light posts. The forging
class started the second semester and a class in concrete work built a walk
between the forge shop and the main building. The work in forging is
deigned to meet the class of work which would be called for by the farmer,
different forms of welding, devices, pinch bars, S wrenches, chain and hooka,
and as a class project the class built two 16-foot wheat racks and an 18-foot
rack. Each boy in the class was required to study wheat racks and talk with
the farmers with the idea in mind of finding out where the racks could be
Improved, and each boy was supposed to put some improvement into the rack.
Two of the boys worked on the brake parts, another two on improving the
bulk head, some of them on working out the way to fix the sides so they
wouldn't wear out the sacks in the hauling, and two of the boys worked in
the truss rods. The racks were sold for the cost of the material and the
men that got them were so well pleased that this year we have had requests
for eight more. The class will only turn out three racks, as they will work
on two bulk wheat wagons, the design of which have been worked out by
one of the freshmen in high school who has made three for his brother,
working nights after school. Another boy is now at work making a stump
puller out of a caterpillar part, and one of the boys is working on a stacker.
Last summer four of the boys got jobs at |4.00 a day doing blacksmithing
and repair work on the farm.

The gas engine or farm mechanics course takes up stationary gas
engines and tractors. We have installed two 46-horsepower Aurora engines
from Holt Combines, and four stationary engines ranging from one and one-
half to three horsepower. The Holt Caterpillar Company is sending us a
76 Caterpillar which will remain at the high school and which they will
replace whenever they put out a new type of engine. This machine will be
nsed to demonstrate operations, upkeep, and repair. This conrse also takes
up belt lacing, rope splicing, knots and hitches.

This fall we have built 350 feet of concrete walk, a 360-foot curbing
around one of the driveways in the school block, a cross walk for the city*
and an addition to the forge shop 24 feet by 32 feet which is used for the
gas engine work. This work is in addition to the work inside of the building
such as two sets of scenery for the stage, footlights, a house for the moving
picture machine, lockers for the Domestic Art department and all the re-
pairing and alterations that are done in the building.

The work in the high school is offered in the following manner: First
semester boys are required to take Joinery, and all of the rest, excepting
those taking gas engine and forging work, are given concrete and carpentry
as long as the good outside weather lasts in the fall. When the winter sets
in the classes are taken into the shops and divided into cabinet making, wood
turning, mechanical drawing, and the more advanced boys in carpentry are
given textbook work. For the boys that we know will follow agriculture
pursuits we require one semester of Joinery, three semesters of carpentry
and concrete, one semester of forging, two semesters of gas engine work and
one semester of mechanical drawing. Those that do not fall into this class,
and they are a very small class, are permitted to substitute mechanical
drawing, cabinet making and wood turning for the farm subjects. The
cabinet work does appeal to the average boy and the shops are open to those
who desire to take up this work at any time that they have vacant periods.

We are drawing 87 per cent of the boys of the high school into the
manual training work and the enrollment of boys in the high school has
Increased by about forty-five boys in the last two years. We make It a
point to find out, if possible, how long a boy is going to remain in school
and what line of work he intends to follow when he finishes his schooling.
If we find that he will probably only be with us one year we give him a little
joinery and the carpentry and concrete course; if two years we add a
semester of forging. We do not attempt to outline a rigid four year course
and make every boy take it in the regular order on the assumption that he
will be with us for four years, because we find that only about 46 per cent
of the boys that enter our high school, graduate. Of that 46 per cent about
one-half got to college, making about one-fourth of the boys who enter the
high school that get a college education. Of the 66 per cent that stop their
schooling before they graduate from high school, the greater per cent drop
out in the freshman and sophomore years. This means that we have to give

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as Braeh pnustfoal work as possible In the seyenth and eighth grades and
the -f lest- two years of the high school, and by practical, I mean some form of
hand work that the boy cah apply around Pendleton, not Massachusetts or
some other far-off place.

One hears different reasons for not giving work such as this. One
teacher told me that Pendleton was different than many places. Why dif-
ferent? We are an agricultural community like all the other cities of the
state. Our school board doesn't spend money any easier than yours, but
like yours It will spend it if we give them a run for it. Carpentry does not
call for additional equipment; concrete work means the purchase of half a
doien shoTels, some trowels, two wheelbarrows, a mixing board and a couple
of markers. If I couldn't get the forging equipment I'd sell some of the
cabinet-making machinery and put in a couple of forges. Tour local dealers
will probably put in the gas engines as an advertisement. It isn't a matter
of the time element because you would simply be cutting down on the other
lines of work. Tou know the real reason that many of us are not giving
this work is because we don't know very much about it and are afraid to
tackle it.

A course along these lines has been outlined by Mr. Shepherd of the
Oregon Agricultural College and every teacher in the state has or should
have this course. When the course in carpentery was first added to our
course my fund of knowledge along this line was very limited. I spent all
of my spare time for weeks studying the different kinds of construction
that was being carried on in the town and my evenings were spent with a
contractor who told me the different steps in the construction of the forge
shop. Whenever I was stuck I'd have him come up and straighten us up.
Our work is not of the highest grade, but it is fair work for boys and we
are trying to improve right along.

Please understand that I do not claim that we are the only city in the
state doing this type of work. Of the towns with which I am acquainted
in Eastern Oregon, The Dalles is doing some very fine manual training along
these lines; La Grande this year has added the work in concrete. Both of
these cities have wonderful opportunities to develop the additional courses
in machine shop practice and steam engine work with thorough courses in
shop mathematics, due to the fact that they both have large railroad shops.
Wallowa, a little town of some 1600, is giving strong courses in carpentry,
concrete, plumbing, plastering, paper-hanging, and Mr. Hall, who has charge
of the work there, takes a class of boys during the summer and puts up
houses.

In closing may I leave with you the idea of making your manual training
fill the needs of your community. We are too willing to follow the course
of study laid out by the school from which we are graduated regardless of
the fact that, good as that course might be, it might be entirely inadequate
for our community. This applies mostly to men that graduated before these
practical courses were offered in school. Give the ten dollar a week boy
something that will mean his advancement and be giving him some form of
work that will be of use in his community.

Rural School Department

Edited by MBS. II. L. rUUEEBSOX, 8»l«m, Or«ffOB

ART IN THE SCHOOL ROOM.

The little log school house of pioneer days, with its rude benches,
tftove, and tin bucket, made as little pretense at decoration as at ventilation
or sanitation. Wild flowers from the fields provided the one, and open
door and windows afforded the other.

Now that our civiliEation has progressed to the stage of automobiles,
victrolas and other luxuries for the home, we are not content with ugly

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42g ORlPGOy TgACHBRg MOWTHLY

school buildings and unadorned rooms, but demand model school rooms for
our children. This is. partly due to the fact that we haye learned something
of. the yalue of unconscious influences in the child's education. The sur-
roundings of home, school, and social companions, — dress, manners and
casual speeches — all make more lasting imprint than does direct teaching.
Especially should we concern ourselves with the environment of school
children when we consider that the school furnishes the only, cultural influ-
ence in many of the narrow little lives.

A neat artistic structure with suitable rooms is needed, and this will
not cost any more than an architectural monstrosity. Ignorance is the chief
excuse for so many ugly things, but this can no longer be offered as excuse,
for the State Superintendent of Oregon has issued a most valuable book of
designs for country school houses, fitting varied needs. The hardest part
is to arouse a strong public sentiment which will encourage the school
directors to build when necessary. I believe that any wide-awake teacher,
seconded by the Parent-Teacher Association, can accomplish this.

Within, windows and seats should be arranged so that the light shall
come over the pupil's left shoulder. The walls must be tinted in some soft
neutral color, buff or light tan is best in our climate; for a sunny room pale
gray is good. Natural fir finished in oil is good for the woodwork, while
the window shades should be of a harmonizing shad«. There should be a
bulletin board for the dlplay of pupils' work, of cork if possible, though
burlap will serve the purpose if neatly arranged. A cupboard for books
and supplies should have glazed doors, or, the glass doors may be lined
with a wallpaper of ingrain or small figured pattern. Drapery curtainB
either for cupboard or windows are not advisable because they are difficult
to keep in order. The school room is first of all a work room, and all
attempts at furnishing and decoration must take this into consideration.
Window boxes and growing plants are valuable, but must be properlr
cared for.

The flowers which children are sure to bring present a serious problem.
They are most desirable but hard to manage, being usually a miscellaneous
collection, while the teacher's supply of vases is quite inadequate. Pnplls
can be taught to select only a few of the largest and choicest flowers, of one
variety each day, and fitted for the vase the teacher has. Different kinds
of receptacles are required — low, flat dishes for violets and daises, tall
ones for dahlias and crysanthemums. Very good glass, or brown and green
pottery Jars may be had cheaply by a little shopping. There should be no
gaudy decoration on the vase Itself, and the colors should be low in tone,
harmonizing with the flowers and foliage. In rural communities, or where
purchases are impossible, vases might be borrowed from school patrons for
a week or a month at a time. If the teacher recognizes the importance of
this side of her work, she will be impelled to take the necessary thought, or
direct someone else in the doing.

The American flag is a popular article for school room decoration and
it is too often sadly misused. Nothing is more pathetic and less patriotic
than the sight of two small, dusty, faded emblems of our country's glory
draped limply over the school room clock. They have hung there so long
that the children scarcely even see them, and as for any moral uplift
furnished, that is long past. The school room flag should be held always
in utmost reverence; it should be as large and as fine as can be afforded,
and must be cared for religiously, being brought forth with honor on appro-
priate occasions. It must be used with ceremony to inspire patriotism, not
ignored and forgotten. Above all, the teacher must remember that her ovn
attitude and feeling towards flag and flowers and pictures is what will form
the children's minds, far more than any words she may speak about them.

It seems needless to emphasize the importance of perfect neatness and
simplicity in the teacher's dress. Chalk dust makes this difficult. I do not
think that aprons or worsted jackets are appropriate in the school room.
There are dress materials that shed dust fairly well, and cloths (cheesecloth)
used for erasers will lessen this difficulty. The teacher is well and becom-
ingly dressed, in simple, good-looking, practical gowns which are up to date
in a moderate degree, never extreme. If the teacher permits herself frills
and furbelows during work hours, the young girls under her will be only
too quick to imitate.

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I haye more than once been shocked at the disorder apparent on the
teacher's desk — even principals' rpoms are not always above criticism in
this respect. Books can be neatly arranged in a rack, papers kept in a
drawer, or piled carefully with a weight, rulers and pencils laid on a tray,
inkwell and blotters clean. The waste basket must be of good size and of
solid variety, open ones lined with cloth are not practical.

Many teachers like to have a cabinet or shelf for a "beauty corner,"
to which the children bring curious or beautiful objects from day to day.
This is a splendid practice, teaching children to observe the wonders of
nature, and often serving to bring out latent qualities in pupils who may
be dull in books. But the collection needs careful watching and artistic
arrangement, articles being promptly discarded on losing their beauty or
other value.

Why do we need pictures on the school room walls? If the school is
a work room are they not out of place? A party of visitors in a factory
were surprised to see around each wall of the spacious work room a broad,
exquisitely painted frieze. The figures upon it were a dainty, dancing
company, beautiful in color as well as in form, and fit to grace the walls of
a dwelling rather than a mill. Finally an outspoken dame asked the owner
why he made beauty such an object. He smiled, "Well, come to think of
it, it's a very practical reason," he said, "I find that it makes better thread."
The writer from whom I quote this story continues: "Will not the contempla-
tion of the beautiful make better human thread? The more we teach children
to love and admire the beautiful productions of man, the more we open their
eyes to the glories of nature, the more we teach them of the Joys of form
and color, the more richly stored will be their minds with sources of happi-
ness and maturity."

So far has the pendulum swung toward the practical and utilitarian in
educational circles that one hesitates to speak the words "artistic," "esthetic"
and "beautiful;" they seem to almost require an apology, certainly an
explanation — so far removed do they seem from the "practical." Is it then
true that we are training our children only to make them efficient in earning
their daily bread? We educate the body by carefully chosen physical exer-
cises, we stuff the mind with facts, dates, and rules — ^is this the full meaning
and proper extent of education? Does our educational scheme contemplate
to any degree the making of a good citizen, the training of a sane man and
woman who can live a full and well balanced life? Are we teaching our
boys and girls how to get the most out of life and to put the most into life?
With this ethical side of education the teaching of art and music appreciation
has to do. Most children are born with a love of beauty, a sense of rhythm
and color harmony. Why have the mature men and women lost it? "Trail-
ing clouds of glory do we come— Heaven lies about us in our infancy —
At length the man perceives it die away, and fade into the light of common
day."

"But," you say, "we have an excellent course in drawing — a flourishing
school art department." The mere teaching of a child to draw and color
does not train him to know and love the best in art. It may even antagonize
him, for all children have not technical ability while practically every child
can be encouraged in a love of the beautiful. Just as the Vlctrola has done
much to familiarize the public with good music, making it possible to have
the best artists play and sing in our homes; so the modern reprints in colors
of hundreds of classic masterpieces makes it easy to place before children
pictures that will influence them to love the best in art, and be to them a
constant joy as well.

It is a mistake to pay too much attention to the subject matter of a
picture; illustrations for a book are one thing, and pictures as high ideals
of the painter's art are quite another. The illustrations may or may not be
good from an artistic standpoint, the pictures shown to encourage art appre-
ciation must reach the highest standard. Do not misunderstand me as
meaning that children should be shown masterpieces which are beyond their
comprehension; that is by no means necessary, for from among many good
things it is easy to make choice of material that will interest any grade of
pupils. The simple themes of animal and child pictures appeal to the
little ones, landscape and general subjects to the middle grades, while archi-

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428 OBEGOW TMAOHBaM MOStTHl^T

tectural and classic works are suitable for upper and high school classes.
But always good compositions must be selected with fine line and color.

The hanging and framing of a picture are quite as important as the
choice of the print, for a picture hung on the wall must form a harmonious
part of that wall — must fit into its setting as a permanent decoration.
Blackboards are of course a serious though necessary obstacle to the proper
hanging of pictures. The pictures cannot be hung on a level with the eyes,
as they must be above the blackboard, but they can be hung only a
couple of inches above the moulding, not resting upon it however. Two
picture hooks should be used, the wire running through the screw eyes on
the frame, the picture hanging flat against the w&ll. The frame must suit
the picture; a plain moulding of oak from four to six inches in width, ac-
cording to the size of the print, and toned to harmonize with the darkest
tones in the picture, is a safe choice. Carvings or other decorations are out
of place and hard to keep clean, while gilt frames do not suit the plain
walls and furniture of a school room.

The pictures must be of fairly large size to look well on the large wall
spaces. Occasionally small pictures may be grouped together but this is
difficult as frames, subjects and lights are hard to harmonize in a group
The lighting for a picture is very important as a good picture is easily
spoiled in the hanging, the light should come if possible from the same
direction in which it appears in the picture. Size is not the only considera-
tion, the picture must be one that carries well, that is, it must not have too
fine details but rather strong masses which will be effective at the distance
from which it must be seen; ahd also it should have decorative value.

Pictures are painted in color, so the colored reproductions are to be
preferred when good, as more nearly like the original and as being more
attractive to the children. Very fair prints in color can be obtained at
reasonable prices. In Germany large numbers of reproductions of modem
paintings are made for use in the schools, and we are able in normal times
to buy these for from $1.00 to $2.60. Now of course the supply is nearly
exhausted. There are many prints of old masters carelessly made with in
correct coloring; sometimes hand colored prints are bad even if expensive.
For this reason it is impossible to select from a catalogue without risk, it
is necessary to see the individual print. If carbons are chosen, care must be
taken to secure those which are good in values, and which will not fade.
Copies of the same picture vary decidedly in these respects.

As to the cost of good pictures, it is true they cannot be had for two or
three dollars. It is far better to have one good than half a dozen poor
pictures; and it is better to work and save to buy a picture which will
always be a delight and of which the school will be proud, than to hastily
buy a cheap print which has not artistic merit. There are, however, certain
pictures which, though fine, have become so commonplace by reason of
frequent selection and many poor copies, as to be undesirable. Among these
I would class the "Angelus," Watt's "Sir Galahad," and the "Song of the
Lark." It is not iidvisable to select for a school pictures which may be seen
anywhere when there is an almost infinite variety to choose from. Pictures
of poets, statesmen and other notables are popular subjects, but they are
not decorative nor interesting to the children except for a time when new.
I advise keeping all such in a portfolio to be brought out as occasion
demands. An exception might be made in case of Washington and Lincoln,
as good photographs of the Stuart portrait of the former, and of St. Gaudens
Statue of the latter can be obtained. These are real works of art and will
prove an ornament to the room.

Plaster casts furnish ideal decoration for corridors and assembly halls
as well as class rooms. They are used largely in eastern schools. In the
west the freight charges (from Caproni's Boston) almost double the cost;
but the beautiful has reliefs of Delia Robbia's Cantoria, the Victory of
Samothrace, Mercury, and the Parthenon Frieze casts are well worth the
effort made to get them.

The requirement for pictures in standardized schools is an excellent
step in the right direction, but it would be better if the pictures could be
chosen or passed upon by some committee which would guarantee a fixed
standard.

I will colse with a quotation from Montaigne: "Were it left to my

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ORKGON TBACHBRS MONTHLY 429

ordering, I should paint the school <with the pictures of joy and gladness.
Flora and the Graces, as the philosopher Speusippus did his. Where their
profit is there let them have their pleasure also." — (Read before the Art
Section of Oregon State Teachers' Association at Lincoln High School, Ue-
cember 28, 1916, by Mrs. J. C. Elliott King).

* * *

WHAT CAN I AS A TEACHER DO FOR THE BETTERMENT OF MY

COMMUNITY?

A man once hoped that he might commit one sin so that the experience
would enable him to sympathize more fully with all sinners. So it is well
for a principal or a superintendent to teach at some time in each and every
grade so that he may know, understand and sympathize In the true sense.

The teacher should have her heart attuned to her community. She
should sympathize with the country people if she is teaching in a rural
district; rural is a relative term. The New Yorker is apt to look upon
Chicago as a village; Chicago takes the same view of Portland; Portland
speaks of Salem as "the little town on the Willamette;" people in Salem look
upon Monmouth in a similar manner; Monmouth in turn thinks of Airlie
as being out in the rural district; Airlie has a like sentiment towards the
little mount community. Become attuned to your community whatever its
siize or location.

Too often the teacher looks townward; perhaps, that is because she has
not been trained for rural life. If she can be persuaded to remain in the
same school for two or three years she may begin to feel at home there.
Generally speaking, the town bred teacher is apt to teach the boys and girls,
unconsciously perhaps, along lines that lead away from the farm. For this
reason it is well to take a teacher who has been brought up in a rural com-
munity, train her for her work, and then send her back to teach in the land
from which she came.

The Normal School has a plan, inaugurated by Mr. Pittman, whereby
the members of the training class will be sent out into the country schools
for one week in February. Each student is to live and work with the teacher
in the district to which she goes. It is hoped that this little experience will
enable the students to better apply the principles taught them when they go
out into schools of their own letter.

The teacher should relate herself to the community and be a part of it
while she is in it. This means that she should not leave every week end and
come back just in time for school on Monday. The rural teacher must be
tactful. She should not educate away from the farm but for the betterment
of farm life; strive to make the community active but remain neutral in all
factional quarrels and disputes; develop team work; do not expect to make
friends of all in the community. While he is not absolutely necessary, some-
times a good live enemy is valuable. He spurs' one on to do one's best and
causes one to guard one's actions carefully. To win an enemy, ask a favor
of him; borrow of him as Franklin did.

In community meetings work for the social betterment of the com-
munity. Work for better health of body, better health of mind, better out-
buildings and better literature for study and recreation. Study the com-
munity and tactfully guide its aspirations and hopes. Study its finances and
its social life, its music and modes of entertainment. Join some of its orga-
nizations, Grange, etc. Visit the patrons of the school, Mrs. Smith as well
as Mrs. Jones. Finally, do not fail to take recreation so that you may put
new life and energy into your work. — (Outline of address of Pres. J. H.
Ackerman before the Rural School Section of the State Teachers' Associ-
ation).

* * 9

GAMES ¥On THE SCHOOL ROOM.

Indoor Drop the Handkerchief. — One child is chosen as "It." The other
children fold arms on desks and rest the head on them with eyes closed.
"It" drops the handkerchief at a desk he chooses and tries to get around
the room and back to the handkerchief before it is discovered. The game is
played very much on the plan of the outdoor game of the same name.

Nat Race. — "It" holds a nut or other small article in his hand. The

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430 ORgGOM TBAOHlBBg MOWTHIiT

Other pupils sit at their seats with one hand over eyes and the other
stretched out, palm up. "It" drops the nut into an outstretched hand and
runs on. The one receiving the nut runs in the opposite direction and tries
to reach the seat he left before "It" does. If he fails he is "It."

Slide. — Children sit up at attention. The teacher or some chosen pupil
says, "Slide right," when all pupils slide out of their seats into the seats
directly opposite at their right. Should there be no row of seats at the right
then the pupUs in that part of the room remain standing until the command
"Slide left" is given. The change should be made swiftly and as silently as
possible. This is a restful exercise.

Good Morning. — "It" has a bandage over the eyes. The teacher points
to some pupil but says nothing to indicate who is chosen. The pupil des-
ignated says, "Good Morning." "It" must tell who has spoken. If he fails
to recognize the voice, the teacher designates another pupil, and the process
is repeated. If he guesses correctly the pupil named takes his place. This
is excellent ear-training when pupils are well acquainted with one another.

Touch. — The first pupil goes to the front of the room, touches an
object and after naming it takes his seat. The next pupil touches the same
article and one other and goes back to his place. The next one follows in
like manner, etc. Illustration: The first pupil says, "I touched an eraser."
Second pupil, "I touched an eraser and the desk." Third pupil, "I touched
an eraser, the desk and the bell." Fourth pupil, "I touched an eraser, the
desk, the bell and the box," etc. This game develops attention and con-*
centration.

Clap. — Pupils stand at attention. The teacher claps her hands once
and the girls stoop. Two claps, the boys stoop. Three claps, all stoop. If
a pupil stoops at the wrong signal he is "caught."

Charlie Over the Water. — Pupils stand in a ring with "It" in the
center. All repeat or sing: "Charlie over the water, Charlie over the sea,
Charlie catch a black bird, can't catch me." At the words, "Can't catch me,"
all stoop while "It" tries to touch one before he can stoop. If successful,
the one caught is "It" and the game begins again.

Buzz. — Pupils count in turn, giving the numbers in regular order until
a multiple of seven, or some other chosen number is reached, when the pupil
whose turn it is, says, "buzz" instead of the name of the number. Thus, 1,
2, 3, 4, 5, 6, buzz, 8, 9, 10, 11, 12, 13, buzz, etc. This game is a good drill
in multiplication.

Bean Bag Relay Race. — Pupils are supplied with small cloth bags filled
with beans. They sit or stand in two rows an equal number in each row.
The pupil at the head of each row holds a bean bag. At a given signal the
bag is quickly passed to the pupil next to the leader who faces front passing
the bag over his head. The second pupil passes it to the third and so on
down the line. The row which succeeds in getting the bag to the end of
the row first wins.

Relay Ball. — The pupils choose sides. The leader on each side holds a
ball in his hand and at a given signal, bounces the ball, catches it and
passes it to the pupil next in his line, who does likewise. The side which
succeeds in getting the ball to the rear of its line first, wins.

All Up Relay. — Pupils choose sides. Four circles are drawn on the
floor at the front of the room, two for each team. In one of the circles
belonging to each side three Indian clubs stand on end. At a given signal,
each leader changes the clubs to his other circle and takes his seat. The
next member of the team changes them back to the first circle, etc. No
player can be seated until he has succeeded in making the clubs stand
upright in the circle. The side whose last member changes the clubs first,
wins. (The above games were demonstrated by Miss Emily DeVore of Med-
ford in the Rural Section of the State Teachers' Association).

m m m

RESPONSIBILITY OF THE HOME.

Our State Superintendent announces his intention to prepare a course
of instruction in morals, a much needed step forward educationally. Moral
education is so comprehensive, covering as it does so many activities of the
child's life, that we must do more than give formal or even incidental
instruction.

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ORBGON TICACHBRS MOWTHLY 431

Probably the most important step, and a difficult one, is to get the
home (I mean in the aggregate, not the individual home) to assume a
heavier responsibility. Our investigators tell us that home discipline was
once over-severe, that it was based on the doctrine of "spare the rod and
spoil the child" and that the whole policy was one of strict repression.
Since that time, however, as the consequence of a somewhat superficial
study of child nature, we have arrived at the conclusion that such a policy
is psychologically harmful and have swung to the other extreme of allowing
the child a high degree of freedom with the delusion that we are following
the natural method of development. What are the results? We find children
on the streets unguarded and often unwarned as to the perils of such
environment at all hours of the day and of the early night. Why should
this be? What is the matter with the latter-day parent? And when his
child becomes wayward, does he admit his fault? Seldom; on the contrary
we too frequently hear him condemning the school and its teachers.

. This incident was told the writer last summer: A certain teacher was
once employed in a mining town in Northern Michigan, a place of somewhat
low moral standards. It was a custom among many young people and
children of the town to gather at the railway station before the coming in
of a passenger train which was due there at eleven o'clock at night. One
night the teacher alighted from this train and found the usual large group
of boys and girls. She boarded a street car to go to her home and found a
seat behind two middle-aged matronly appearing women. She soon dis-
covered by their conversation, which she could not help over-hearing, that
they were mothers and that they were discussing the lamentable condition
mentioned above. In this discussion she was astonished by this startling
statement or question: "Where are their teachers?" Here we have ex-
emplified a too common attitude among parents. The father who cannot
control three or four children in his home is very free to condemn the
teacher for the resulting waywardness of his children. If the children are
on the streets until five or six o'clock after school, the mother is likely to
say, "I must speak to the teacher." If the young people go to a dance and
stay out too late or participate in suggestive dances, the teachers are at
fault for not having chaperoned the dance or assumed the responsibility for
it. As a matter of fact the teacher had neither legal nor moral responsibility
for this condition and probably was not even informed of the dance. Toung
people who love to "rag" until late at night seldom go out of their ways to
invite their teachers to attend the function. What is the matter with the
American home? Isn't the parent willing to carry his God-given responsi-
bility of controlling and training his own children?

Then again we find parents who defend this leniency. The mother will
say when her child is impudent or disrespectful to her in the presence of
visitors, "I am raising him scientifically. I am allowing him to learn self
control by practicing it." It is well that we have gotten away from the old
severe repressive home and school discipline, but it is not well to allow our
children to do as -they please. There is certainly nothing scientific about it.
No psychology will tell us that the child is able to control himself. He is
rather the creature of very powerful natural impulses and instincts, and he
is governed by them, unless he is governed by an authority from without,
until he learned self control, which is learned effectively only through the
learning of implicit obedience. He seldom becomes master of self before
sixteen or eighteen and often not even then. If firmly controlled at home
and in school, he learns control of self earlier, but if allowed too much
liberty, he is likely to reach physical maturity without that mastery of his
powers which is the greatest indication of real manhood. God gave the
parent a responsibility when he gave him children and if he does not expect,
even, if necessary, compel, his children "to honor their father and mother,"
lie is guilty In greater measure of sinning against God's law than his children.
Cannot we as teachers do something to bring about a more effective per-
formance of this greatest work in moral training? — (By A. C. Strange, Su-
perintendent of Baker Schools).

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432 ORBGOW TBACHBRS MOBTTHgiY

RECIPE FOB HEKTOGRAPH.

Take gelatine, four and one-half ounces; glycerine, one pint; water, one
pint. Dissolye the gelatine in the water, add the glycerine and boil hard in
a double boiler for one hour. Pour in shallow pan to set. (Given by Mrs.
Ada Farmer in Primary Section of State Teachers' Association).

m m w

SCHOOL HOUSEKEEPINO.

One day while in Wasco county it was my good fortune to see an
example of good school housekeeping that I believe other teachers through-
out the state will be interested in.

It was a little shack of a building very forlorn looking on the outside
but the little teacher was ingenious enough to transform the interior of tbe
building until you would not believe that the inside could belong to the
outside. She had very little money to spend but she had the bome makers'
instinct, which is of more value than money. She bought enough gray blue
building paper to cover the walls and ceiling and she put it on carefully
herself. Then she took a piece of building paper and neatly covered ber
desk around three sides to the floor and over the top to cover the unsightly
rough boards of which the table was made. She had no bookcase or shelf
so she procured an apple box, knocked off one side and covered this box
with building paper, too. Can you visualize the room? Every child was
clean, happy and busy. The floor and stove were clean and the childrens'
desks were neat. Needless to say they all unconsciously were living up to
the teacher's desk and the walls.

It takes so little after all to make even a very poor little school room
more attractive and I hope this little story will Inspire others to make their
school rooms more homelike. — (By Helen Cowgill, Assistant State Leader of
Club Work).

« * *

THE TUMBLE WEED.

(Aim: To interest the child in the "extended oval" exercise in pen-
manship).

Out in the garden a little weed grew. It was so tiny at first that the
farmer's boy missed it when he was hoeing, and the little weed grew bigger
every day. When fall came it had spread over the ground like mother's
big, round rug.

One day the West Wind came. He saw the weed who thought himself
80 very fine. The West Wind cried, "Ho, ho! Come and race with me.
Tumble Weed."

"No, no. I am very happy here. By next year I think I shall be big
enough to cover the whole garden."

"Tou foolish Tumble Weed! Tou cannot grow any more. Can you
not see that you are as dry as an old dead stock?" said the West Wind. "I
shall take you with me."

Then the West Wind puffed his cheeks and blew hard. The weed felt
itself lifted just a little. The West Wind blew harder and soon the weed
found itself rolling just like this: (Extended oval exercise in Palmer Writing
Lessons for Primary Gradec). — Mrs. M. L. Fulkerson.

m m m

SUGGESTIONS FOB MABCH.

1. Study Holland, using the imaginary journey plan. Study canals,
dykes, windmills, Dutch houses and customs; Dutch children — their dress,
amusements, schools, pets, etc.

2. The wind as a force in transportation, mills, etc.

3. The story of Robert Fulton and the first steam boat; Story of
Aelous and the Bag of Winds.

4. Logging camps will re-open this month. Make a study of the dif-
ferent phases of lumbering in connection with the subject of shelter.

5. Begin the spring window gardens. Bring in twigs with buds, place
them in jars of water in the sunny windows and watch the awakening of the
buds. Who will find the first "Spring Beauty?" The first "Lamb's Tongue?'*

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ORBGOW TEACHERS MONTHLY 488

6. Make a special study of the robin, the blue bird, and the wood-
pecker. Encourage the pupils to watch for the return of the birds. As soon
as a bird has been reported as seen by a pupil, post a picture of it in the
school room with the name of the pupil who reported it.

7. Make kites, windmills, and sail boats from paper, as occupation
work.

8. Teach two or three short, catchy spring songs.

9. From the Oregon Course of Study list, teach these poems: Who Has
Seen the Wind? The Wind, If I Were a Sunbeam, Hiawatha's Chickens, The
Sandpiper, The Daffodils.

10. Teach these stories: The Sun and the Wind, The Hare and the
Tortoise, The Frog King, Latona and the Frogs, The Legend of the Narcissus,
Legend of the Dandelion, Why the Robin's Breast is Red, Why the Wood-
pecker's Head is Red; Legend of the Pussy Willow.

NBW COUNTY SCHOOL SUPBRINTENDEXTS.

County. Name. Postoffice.

<Baker Miss Elmetta Bailey Baker

Benton R. E. Cannon Corvallis

Clackamas J. E. Calavan Oregon City

Clatsop O. H. Byland Astoria

Columbia J. W. Allen St. Helens

Ooos R. E. Baker Coquille

Crook J. E. Myers Prineville

Curry W. M. Kent Gold Beach

Deschutes J. Alton Thompson Bend

Douglas O. C. Brown Roseburg

Gilliam J. C. Sturgill Condon

Grant W. W. Austen Hamilton

Harney Frances Clark Buchanan

Hood River L. B. Gibson Hood River

Jackson G. W. Ager Jacksonville

Jefferson Lillian Watts Culver

Josephine Alice M. Bacon Grants Pass

Klamath Edna I. Wells Klamath Falls

Lake C. E. Oliver Lakeview

Lane E. J. Moore Eugene

Lincoln R, P. Goin Toledo

Linn Ida M. Cummings Albany

Malheur Fay Clark Vale

Marion W. M. Smith Salem

Morrow Lena S. Shurte Heppner

Multnomah W. C. Alderson Portland

Polk Fred S. Crowley Dallas

Sherman F. E. Fagan Moro

Tillamook G. B. Lamb Tillamook

Umatilla I. E. Toung Pendleton

Union Mrs. A. E. Ivanhoe La Grande

Wallowa J. C. Conley Enterprise

Wasco C. T. Bonney The Dalles

Washington B. W. Barnes Hillsboro

Wheeler H. J. Simmons Fossil

Yamhill S. S. Duncan McMinnville

The torture of a bad conscience is the hell of the living. — Calvin.

There never was a good war or a bad peace. — Franklin. ^ ,

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City SaDermtendents' Department

BdiMd br OBOBOB W. HUG, XeMlimvUte, Oxiff<m

Supt. Thordarson and Principal
Bolt of the Bend schools have been
re-elected for next year at an increase
in salary. The Bend school board
has just completed a new school
building. The school population of
Bend has practically doubled in the
past year.

Principal Hampton of the La
Grande high school and secretary-
treasurer of the Oregon High School
Athletic Association makes the fol-
lowing financial statement: Receipts,
balance from last year, $14.60; fees
1916-1917, $46; total of $60.60; ex-
penditures, $5.65; balance on hand,
$54.95.

The Aberdeen high school, Wash-
ington, will adopt the 70-minute reci-
tation-study period system, and as far
as known is the first h:>gh school to
adopt this plan. Principal Holm-
quist believes it will prove superior to
the 60 and 90-minute recitation-study
system now in vogue in many high
schools. He says: "It will give us
plenty of time for laboratory work
and will give us five periods a day so
that students may take five subjects
without causing irregularities."

There are about 175 standard four-
year schools in Oregon. Last year
there were 2400 graduates. The en-
rollment this year in st£*.ndard high
schools is about 24,000.

Prncipal R. U. Moore has this to
say about printing in the McMinn-
ville Junior High School: "The boys
of the seventh, eighth, and ninth
grades may select printing in their
course. Seventh and eighth grade
boys may earn one-fourth of a credit,
while ni-'th grade boys may earn
one-half uf a credit. A small paper
entitled 'The Junior High School
Journal' is printed by this class un-
der the direction of the principal.
The paper is edited by a member of
the student body who is responsible
for news and stories. The boys of
the class set up the articles, proof-
read them, and then arrange them in
proper space in the paper. Some job
work is done for the school in the
way of printing excuse slips, attend-
ance records, and order blanks, but
the policy of the department has
been not to enter into competition
with the printers of the town. The

work is more nearly correlated with
the English and spelling depart-
ments. Boys who fail in eighth
grade spelling examinations are re-
quired to take the work in the ninth
grade. These boys are given sets of
spelling words which they are to set
up and proof-read correctly. The de-
partment has for its object not the
turning out of commercial printers
but the training of the motor type
of individual. The school paper has
a valuable function in keeping aiive
school spirit."

Lester M. Ellis, phys'cal director
of the Astoria public schools, has
worked out a system of athletics
known as "Rational Athletics." This
plan provides some form of athletic
for every boy in school. Its object is
to provide for all healthful recrea-
tion, usually enjoyed only by a se-
lected few who comprise the team.
Many other schools in the state are
working out this same problem. Mr.
Ellis has this to say about the sys.
tem: "This system allows a maxi-
mum of health co-ordination and
physical development, combined with
qualities that tell for good sports-
manship, teamwork and voluntary
self-improvement. In addition it
eliminates to a great extent the over-
dose of response work usually found
in systems designed for physical de-
velopment and results in self-confi-
dence and originality Instead of
grudging response to uncomprehend-
ed orders. Upon investigation of the
athletic situation here, I found that
only about 8 per cent of the pupils
of each school had ever taken an
active part. We hold to three stand-
ards in our work: (1) Athletics are
for the benefit of the pupils; (2) the
work is democratic; (3) no other
form of athletics is discouraged. The
scoring system is so arranged that
the poor athlete receives equal en-
couragement with the first class ath-
lete. In scoring an event the score
made by the entire school is divided
by the number, in the school to ob-
tain the school standing. The events
used last year were chinning the bar,
potato race, combination dip, high
jump, and standing broad jump.
These events are chosen also for the
all around development that contin-
ued practice of each<eyenjt^will give.

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OBBGOlf TlBACaSSRS 1IONTHI.Y

AH

For instance, the muscular type of
boy soon finds that by practice he
can attain the maximum points al-
lowed for the combination dip and
the bar chinning. He wishes to go
on and make more points, but as we
do not encourage over development
along any line and are looking for
symetrical development we tell him
that though he made fifty points he
would receive credit for only fifteen
in the contest. So there is no incen-
tive to over-do. He has done for his
school and himself all that he can
do in this event. It is possible to
make fifteen points in each of the
five events, making a grade of seven-
ty-five possible. All boys making
fifty-five points or more are present-
ed with a first-class athlete's badge.
Those making thirty-five points or

better receive a grade of second-class
athlete, while the third class athlete
must make twenty-five points or bet-
ter. Anyone making less is consid-
ered an athletic failure. A contest
is later held between first class ath-
letes to decide who is the champion
of the city. After conducting work
along this line for about a year and
a half, I am sure that the improve-
ment made in the health and athletic
ability of the children has paid me in
full for my time. I figure that each
aenemic, sisslfied boy that has been
rounded up by this system and made
self-confident and athletic is worth
more to me and society in general
than if I hp.d worl:e(! w;th best ath-
letes only and discouraged those not
so good."

Grade Teachers' Department

Bdltod by 8ABBA OOKIIEE, 421 WmI Fuk 8trtH» Portlftiid, Qfgon

Blementery teftchert and elemenUry teaeheri' ftMoeiationi are eordially invited to Mnd
BSWB items of their ictlTitiei which would be of interest or Talue to other teachers to this
department of the The Oregon Teachers Monthly. Address Editor of Qrade Teachers' Depart-
ment, Boom 300, Oourt House, Portland, Oregon.

The teachers of the public schools
of Portland were the honor guests at
a reception given Monday, January
22, at the Neighborhood House by
the Council of Jewish Women. Mrs.
Isaac Sweet, president of the council,
and Mrs. S. M. Blumauer, chairman
of the Neighborhood House commit-
tee, were in charge of the affair.

At the Little Theatre Friday even-
ing a delightful program of three one
act plays was given to a large audi-
ence of friends by the Dramatic Club
of the Grade Teachers' Association.
These plays were presented under
the direction of Miss Nina Great-
house, Miss Medora Whitfield an-
nouncing them. Lady Gregory's
"Spreading of the News" was the
first number on the program. Mrs.
Josephine Lisher played the role of
the deaf apple woman, and won the
audience in her Interpretation of the
part. The Imposing magistrate, An-
na Chalmers, and the humble police-
man, Maud Ragon, did clever work.
Hartley Fallon, the man always ex-
pecting misfortune, was sympathet-
ically portrayed by Lora Foster,
while the role of Mrs. Fallon, given
by Emma Dcbie, called for a variety

of emotions which were well ez*
pressed. Jack Smith, the man to be
waked, was given a natural and
hearty Interpretation by Helen Nes-
blt. The four gossip.::, Tim Casey,
Jeanette Doble; Shawn Early, Lulu
Simmons; James Ryan, Elizabeth
Shoemaker; and Mrs. Tully, Gertrude
Greathouse, added fun to the scene.
In the second play. "Petticoat Per-
fidy," a satire on fashionable London
society, Louise Kelly, as Mrs. Mon-
trevor, and Vinson Gorman as Mrs.
Norwood Jones, did a finished piece
of work, while Charlotte Ballin, as
the French maid was extremely clev-
er and one of the most r.dmired of
the evening. In the last play, **0p-0'
Me Thumb," made famous by Maude
Adams, Olga Hallingby as Celeste,
Miss McNevin as Rose, and Mrs. Mc-
Caulay as Clem, were extremely
good. Mrs. Jennie Richardson, as
the irrascible French shopkeeper, did
excellent work, while Miss Tettleson,
as the pathetic laundry drudge, and
Miss Petch as the man about whom
she has woven a romance, moved the
audience alternately to laughter and
tears.

January 31, at a special meeting,
the G. T. A. voted, to sustain the

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436

OR£GON TBACHSSRS MONTHLY

Orton Bill which provides that when
charges are made against a teacher
or when proceedings for removal or
transfer are instituted, a teacher may
be given a hearing before a non-part-
isan committee of three citizens to
be named by the presiding judge of
the circuit court. The commission
shall serve one school year. The
teacher is given a choice as to wheth-
er the hearing shall be public or pri-
vate, with or without counsel.

A class in shorthand, three nights
a week, at Commercial High School,
has been organized; one class a week
in penmanship at the Night School,
Mr. Wesco, instructor.

In place of the usual monthly din-
ner, the Grade Teachers' Association
was host at a co-operative luncheon
given at the Multnomah hotel on
January 13. To this luncheon were
invited the members of the various
educational organizations of the city,
the board members and wives, and
the superintendents. That the spirit
of helpful co-operation and the desire
to "get together" on a common level
— for as Mr. Alderman aptly ex-
pressed it, there is only one level, af-
ter all — ^are making themselves man-
ifest in our ranks was clearly shown
by the splendid attendance at the
luncheon, there being over 400 teach-
ers present. Miss Viola Ortschild,
president of the Grade Teachers' As-
sociation, presided over the luncheon
and introduced the speakers. Mr. W.
T. Olds and Mr. J. E. Werlein, both
pf whom have given so generously of
their time to serve on the Teachers'
Retirement Fund Board, were the
special gu^^-ts of the association, as
was also Miss Nettie Spencer. The
speeches which followed the lunch-
eon were received with much appre-
ciation. Mr. Olds dwelt on the sub-
jects which, from the standpoint of
a business man, should receive spe-
cial attention in the schools. A short
talk by Mr. Werlein followed. Mr.
Herdman, of Washington High, who
has just returned from a trip to Cali-
fornia where he visited high schools,
told of the problems engaging the at-
tention of the educational world
down t'lere, especially those pertain-
ing to the high school field. Mr.
Parker, president of the Principals'
Association, spoke on the value of co-
operation. Mr. Alderman in his re-
marks, voiced his appreciation of the
spirit of the luncheon and expressed
the hope that this would be followed
by others — one a month, at least. Mr.

Cannon, principal of Couch school.
in his remarks expressed himself as
preferring a teacher with initiative,
rather than one who always does as
she is told. He thinks the teacher
should have a place in the commun-
ity, not as teachers alono, but as cit-
izens, in every sense of the word.
Mr. Melendy, president of the Port-
land Educational Association, spoke
of the work that association has bees
doing along the line of bringing able
lecturers to the city. Mir:s Lutie Cake
made some apt remarks on the neces-
sity of harmony and co-operation.
Mr.. O. M. Plummer spoke of the
coming N. E. A. which, we all know,
convenes in Portland on July 7, and
of his part in it — ^the unenviable role
of money raiser. Mr. Plummer ex-
pects to persuade all the teachers of
Oregon that It is their privilege to
contribute two dollars, each, toward
the entertainment fund of the N. E.
A. We predict his entire success. The
luncheon was arranged for by the so-
cial committee of the Grade Teach-
ers' Association. — Anne W. Blesen,
chairman social committee.

Duties of Bnral Teachers.

1. Visit all homes and get ac-
quainted with the patrons.

2. Study conditions from all
angles so as to adapt the school work
to the needs of the community.

3. Live In the district seven days
in the week during the school term.

4.- Keep a school contract unless
honorably released by trustees.

5. Be loyal to pupils and patrons.

6. Conduct yourself outside of
school so as to win respect for your-
self and your profession.

7. Stay more than one year In a
district unless a change means de-
cided professional and financial ad-
vancement.

8. Arouse an Interest In the
school and do your part to educate
patrons to the need of a better school
to meet the demands of the present
day by: (a) Urging them to visit
schools; (b) loaning them literature
to show what is being done all over
the country for rural regeneration;
(c) getting them acquainted with the
modern methods of teaching. — Se-
lected.

Give today to laziness and laziness
will steal tomorrow from you. — Se-
lected.

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Oregon State Library

By COBNELIA MABVIN, XitomiUn, Or«f on SUta Uhnrj

A teacher who is using Perry's
Discipline As a School Problem, pub-
lished by Houghton, says that it is
the best and one of the most prac-
tical books on the subject ever pub-
lished.

* * *

The Bookman for January, 1917,
gives ti:.e following list of the best
novels o! the year 1916 selected by
Mr. H. W. Boynton v/ho reviews the
fiction for that magazine. Mr.
Boynton is a skilled literary critic
and a good guide in the selection of
fiction: The Dark Forest, by Hugh
Walpole; Mr. Brltiing Sees It
Through, by H. G. Wells; Fondle, by
Sdward C. Booth; These Lynnekers,
by J. D. Beresford; Love and Lucy,
by Maurice Hewlitt; The Spinster, by
Sarah M. Cleghorn; The Conquest,
by Sidney L. Nyberg; Windy Mc-
pherson's Son, by Sherwood Ander-
son; The Rising Tide, by Margaret
Deland; El Supremo, by Edward Lu-
cas White.

* * *

Interesting new books, not fiction,
but among the best sellers of recent
date are: A Diplomat's Wife in
Tramping Through Mexico, Guate-
mala sind Honduras, by Harry A.
Franck; The First Hundred Thous-
and, by Ian Hay; The Wrack of the
Storm, by Maurice Maeterlinck; My
Home in the Field of Honor, by
Frances Wilson Huard; The Advance
of the English Novel, by William
Lyon Phelps; Rhymes of a Red Cross
Man, by Robert W. Service; Told in
a French Garden, by Mildred Ald-
rtch; Years of My Youth, by William
Dean Howells; O. Henry Biography,
by C. Alphonso Smi'h; The Mel-
ancholy Tale of "Me," by E. H.

Sothem.

* • •

An article in the English Journal
for March, 1916, recommends the
following plays which have been suc-
cessfully given in the Stadium High
School, Tacoma: As You Like It;
Tlie Rivals; She Stoops to Conquer;
Quality Street; The Piper; A Scrap
of Paper; A Rose of Plymouth
Town; Twelfth Night; The Cricket
on the Hearth; and Mice and Men.

* • •

Monmouth Normal School teach-
ers send the following list of most

desirable periodicals: Teacher's Col-
lege Record and Monographs, The
Elementary School Journal, N. E. A.
Proceedings (Magazine form). Pop-
ular Educator, Primary Education,
Primary Plans and Normal Instruct-
or, Industrial Arts, School Arts, Edu-
cational School Journal, Playground
Magazine, Story Teller's Magazine,
Nature Study Review, Bird Lore, Na-
tional Geographic Magazine.
* * *

The new edition of the High
School Library List to be used for
1917 orders has been prepared and
will be printed some time before
March 1. Large high schools should
postpone making their orders until
they receive ?.his list a:* numbers and
prices are changed throughout. Sup-
plementary sheets for part I will
soon be issued. Many publishers
have changed all prices beginning
with January 1, 1917, and it is nee*
essary to wait until the schedules of
changes are available before issuing
correction sheet, supplementary list
and new edition of the high school
list.

Truth is tough. It will not break,
like a bubble, at a touch; nay, you
may kick it about all day, like a foot-
ball, and it will be round and full
in the evening. — Oliver Wendell
Holmes.

The telling of a falsehood is like
the cut of a saber; for though the
wound may heal, the scar of it will
remain. — ^adl.

Let us, then, be what we are, and
speak what we think, and in all
things keep ourselves loyal to truth.
— ^Longfellow.

Every war, even to the nation that
conquers. Is nothing less than a mis-
fortune.— ^Von Moltke.

It Is easier to see the faults of
others than to correct our own. — Se-
lected.

m

I win study, and get ready and
maybe my chance will come. — Lln-

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Studies of Famoas Pictures

A complete list of other famous pictures will be mailed free on application to the C. M.
Parker Estate, Taylorrille, Illinois.

RETURN TO THE FARM— TROYON

By L. Eveline Merritt

Sevres, France, the home of the
famous porcelain manufactory, has
been the birthplace of many an artist.
Constant Troyon (pronounced trwa-
yon) was born there in 1810, his
father being connected with the man-
ufactory. The father died when Con-
stant was a young boy. We are told
that the mother kept the family to-
gether by making pictures, using
feathers to form the different flow-
ers. Constant entered the porcelain
works early and became a master

others of the Barbizon painters.
Young as he was, he instantly reoog-
nized their aim and purpose. He
was one with them in spirit and
joined them in their work. He was
known and honored as a landscape
painter long before he began to study
animals seriously. "Before he
reached the age of forty he had cre-
ated a name for himself, and this
too before he had taken up the study
of or had painted a sin^jle work
showing animal life as a motive."
This is probably the reason why his
landscapes are always such an essen-

decorator. However, the breadth of
his nature refused to be hampered
within such narrow confines. The
time outside the work hours was
spent in the fields with a sketch
book. At twenty years of age he
started out for himself, painting
landscapes as he went till his money
gave out, when he would stop at the
first china manufactory he came to
and work at his trade till liis finances
once more warranted trcwvel.

Troyon seems to have studied un-
der the artist Roquelan, who intro-
duced him to Rousseau, Dupre, and

tial part of his animal pictures — >
never a mere background.

It was in 1849 that Troyon went
to the Hague, where he came under
the influence, through their pictures,
of Paul Potter, Cuyp, and Rem-
brandt. The study of the painstak-
ing "Young Bull," the wonderful ani-
mals of Cuyp and the light and shade
of Rembrandt had a marvelous effect
upon him, although, strange as it
may seem, rather than any copying
of the old masters, his own individ-
uality burst forth. These men
seemed to open a g^t^^^y through

ORBOOlf TBACHBR8 HOlfTHIiY

439

which Troyon gained entrance to his
own best endeavors-. He found him-
self. From now on it was animals
which he studied with deep intimacy
and love; it was animals which he
painted with intimate knowledge and
truth. He developed rapidly and suc-
cess followed him.

The Return to the Farm is one of
Troyon's best, painted in 1869, in the
very height of his power. The orig-
inal is in the Louvre in Paris, but let
us look at the reproduction.

What do you see? In the first
place a most charming home-like
landscape is spread before us. What
an interesting sky with those lovely
summer afternoon clouds! They form
a background for the dark mass of
trees with their beautiful silhouettes.
Did you ever notice particularly the
shapes of trees as they are sil-
houetted against the sky? If never
before, do it now. That is one of
the infinite pleasure sensations this
world has in store for those who
have eyes to see. After you have
done that, you will be interested to
see how artists have shown that in
their pictures. You will be aston-
ished to find how few there were be-
fore Barbizon painters who depicted
the truth of nature in that line. And
yet the shapes are not haphazard. An
artist is true to nature, yet designs
the whole to bring his pictures into
harmony.

But to go back to our picture.
There is a quiet pool at the left in
which two of the cows are drinking,
and the road, that peaceful country
road, winds around it. See how well
that road goes back into the picture,
not only because it diminishes ac-
cording to the laws of perspective,
but the values are such as to make
the ground level and recede. A beau-
tiful landscape that, and yet how
perfectly simplified! Hardly a thing
is brought out in detail, even in the
foreground. Why not? Because no
point in the landscape is the focal
point. What is then the center of in-
terest? There can be no question. It
is that wonderful group of animals
which the setting sun lights up as in
a glory as they come along the road
toward the spectator on their way
to the farm for the night.

Have you ever lived in the coun-
try? Do you know cows and sheep
and dogs? If so you must appreci-
ate Troyon's animals. He seems to
bring out their very character with-
out in the least sentimentalizing

them as Landseer sometimes does.
Someone has said that he painted
sheep with a "bleating truth." Look
at this little group of sheep and you
will understand what is meant by the
expression. We cannot look very
long before we actually seem to see
one after another look up as that one
a little in the back is doing, and
stretch his nose out and bleat his
Joy or fear. The timidity, the gen-
tleness of the sheep is all there.

Then look at those two cows.
Those can stand as types of ail the
cows the world over. The heaviness,
the awkwardness, the clumsiness, the
gentleness, how could a painter get
all the qualities!

Then the nervous running, bark-
ing dog! . Can't you hear those sharp
little barks as he faithfully does his
duty as he sees it? Two of the cows
have wandered off as cows always
do, to drink at the quiet pool. Others
are lazily returning. It is all just a
bit of nature depicted with the con-
summate skill of an artist. And what
do we mean when we say that?

When one looks at the picture he
feels the breadth of it, yet the sim-
plicity of it, the sub-ordination of all
non-essentials yet the vigorous hand-
ling of the essentials; he feels the
truth in the interpretation of the
character of the animals, the tech-
nical skill in drawing, and handling
of materials, and an intelligent use
of light and shade.

Hamerton speaks of Troyon as
''the most synthetic painter of the
century." What does he mean by
that? He means that Troyon chose
from the infinite of nature those few
essentials that were needed to tell
the story as a whole. This could be
done only after a great deal of care-
ful study and an intimate knowledge
of details which make up the whole.
Troyon's early years were spent in
careful study. In fact, it was long
before he could rid himself of the
limitation thrust upon him by his
early work as a decorator of china,
the beauty of which lay in the fine,
careful, exact workmanship. More
than all else, too, Troyon continued
all his life to make many sketches in
which he studiously analyzed all de-
tails. His studies were for accuracy
and intimate knowledge. After that
preparation his great intellect looked
for the few important features which
would tell the thought in the quick-
est, surest way; he cast aside all else,
giving to the world the broad treat-
Digitized by VjOOQ IC

440

ORBGON TBACHBRS HONTHIiY

ment seen in the picture. Thus ^eris
his sketches analytic, while his fin-
ished pictures were synthetic, and we
have nature and animals in their
very essence.

As has been said before, Troyon's
animals seem to be an inherent part
of the landscape which is as essential
as the animals themselves. There is
a feeling of atmosphere in front, be-
hind, all around. It envelops every-
thing and brings all into harmony.
To quote Stranahan, "But he made
the sunshine play upon and around
his cattle, he endued them with a
sentiment that expresses the story of
vigorous creatures patiently serving
a weaker being, he plt-ced them in
such perfect relation to the atmos-
phere and field that, if his animals
are not always of an obviously ac-
curate anatomy, his pictures are most
charming, and he an artist of the
highest rank." We are told that Tro-
yon was a kindly, happy man with
the same largeness of heart that his
pictures show of largeness of spirit.
Of course, he was in consequence
surrounded by loyal friends. Unlike
many artists, he amassed quite a for-
tune.

SHEEP-wSPRING — ^ANTON MAUVE

By L. Eveline Merritt

Anton Mauve (pronounced Mov)
was bom in Zaandam, in the north
of Holland, In 1838. He was the
son of a Baptist minister, and
entered the field of art against the
wishes of his parents. His early
training in the studio of Van Os was
along the old academic line. Its
hard, dry manner did not appeal to
him. His friends probably helped him
more than his studio training.
Among the latter was Josef Israels,
the pioneer and leader of the modern
tendency In Dutch painting, and who
was Mauve's senior by fourteen
years. Through this influence
Mauve found himself in a freer hand-
ling and a broader conception.

Mauve won medals in Vienna,
Philadelphia, Antwerp, Amsterdam,
and received a gold medal in Paris
in 1888, the very year in which he
suddenly died when he was only fifty
years of age. We are told that he
was beloved by his fellow artists.

The truth of the following quota-
tion will be apparent if it be read in
the light of our picture: "He ex-
celled in rendering the soft, hazy at-
mosphere that lingers over the green

meadows of Holland and devoted
himself almost exclusively to depict
ing the perxeful rural life of the
fields zad country lands of Holland.
A little sad and melancholy, his pas-
toral scenes are nevertheless con-
ceived in a peaceful, soothing, lyric
mood, which is in marked contrast
to the epic power and almost tragic
intensity of J. T. Millet." For color,
Mauve usually used the delicate
greens, grays and light blue — ^the
colors of poetic fancy.

We h.^ve spoken of Mauve as a
landscape painter, and this he was,
althou£;h the landscape was ever a
setting for animals or toilers who
were an intimate part of their sur-
roundings. "Though far from be-
ing an animal painter in the limited
sense of the term, it is undeniable
that Mauve found in beast rather
than man his happiest inspiration."
Judging from his pictures, his appeal
seemed to be divided between sheep,
cattle and horses. He seems, how-
ever, to have set the standard for all
time for a certain horse — the work-
ing, toiling horse. Study in this con-
nection such pictures of his as "Cart-
ing Sana," "The Sand Cart." "Home-
wards," "Watering Horses," and
many others. Many are his pictures
of cows. It was not till he went to
live in Laren, which is distinctly a
sheep section of the country, that
sheep began to appeal to him. There
he knew intimately the sheep and
their shepherds; he understood them
and loved them. Many, many pic-
tures aro the result of this intimacy.

Of all the portrayals of sheep, the
companion pictures of "Spring" and
"Autumn" are most interesting to us.
To a casual observer of their repro-
ductionj they may seem one and the
same picture, and yet tLey are very
different in composition, grouping,
coloring, which is shown in values in
the reproductions, and more than in
all else they differ in message.

In the ''Autumn," the colors show
the autumnal tints, darker in value
than those of "Spring"; the sneep
are going away from the observer,
they are going homeward, for it is
the end of the day as well as of the
year. A distant harbor is seen on
the horizon. The shepherd is an old
man in the autumn time of life. It
is a most natural, characteristic
scene in the life of any shepherd, and
yet it all seems symbolic of a beauti-
ful, harmonious life coming to a
peaceful close. Sad? Some think so,

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ORBGOIf TEACHBRS MONTHLY

441

but not to UB. Isn't it rather a deep,
abiding peace — yea, even joy, in
quiet contemplation of a life well
spent?

Compare with "Autumn" our pic-
ture of "Spring," the original of
which is in the Metropolitan Museum
of New York. Here the coloring is
in the lighter values of Spring. There
is the same broad expanse of land-
scape, with the distant village on the
horizon, and a suggestion of the ever-
present water of Holland. In this
picture, however, contrasting with
the flatness of the land, are the ver-
tical lines shown in the row of young
trees thtvt are just leafing out with
their spring foliage. This contrast
gives a freshness and a vigor that
would be out of harmony in the

quietly and stolidly contemplating
his flock, or of his alert little dog at
his side, whose head is up and who
is just beginning to wag his tail. The
faithful little dog is watching every
movement of the sheep, and is ready
to dash instantly if one should ven-
ture ever so short a distance from
its companions.

Look again at the shepherd. His
thoughtful, contemplative nature is
accentuated by the crook which he
holds in a horizontal position, thus
echoing the line made by the backs
of the sheep and the level horizon.
That very thing makes the shepherd
one with the land rather than with
the young trees, which echo the di-
rection of his body. It has been sug-
gested that he, being an old man, is

''Autumn." The sheep in this picture
have just come out to the field in the
morning. They are still facing the
spectator and are still eager for the
fresh, green grass. They have not yet
begrun to wander about, for they are
hungry and the feeding is good. They
can't even stop to look up. Have
you ever seen a flock of sheep start
out in the morning? If not, you can-
not half appreciate the naturalness
of the picture. As we look at it we
seem to see the noses move along
the ground, the heads bob up and
down, and the ears move. It is a
marvel of naturalness^ but it is far
more.

Not a word has been said thus far
of the patient shepherd as he stands

out of harmony with the idea of
spring. Wo cannot think that Mauve
who was a very master in harmoni-
ous relationships, could have done
that thoughtlessly. What would be
the effect had he been a young man?
Wouldn't the message be a different
one? As the picture stands now it
gives the message of joy in the new
life of spring and more — the joy to-
gether with a deeper knowledge of
the meaning of spring, which is ever
followed by the later ripening seas-
on. That deeper knowledge brings
us into truer relation with life, but
does not in any way detract from the
joy in life. So let us not quarrel
with Mauve for putting into his pic-
ture of "Srring" an old shepherd.

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ORBOON T1BACHBR8 HOHTHIjT

No beginnings are intelligible with-
out an older spfrit to interpret the
meaning. This shepherd loves his
flock dearly; he will tend them faith-
fully, aided by his dog; and at the
end of the day he will drive them
slowly homeward. Not one will be
lost. Not one will be left behind,
even if he should have to carry a
lame or sick one in his arms. We
know that is all true, although in
this picture the freshness of the
morning is most apparent. Which do
we like the better, the "Spring" or
"Autumn"? Who can tell? Is it
necessary to tell? Isn't it rather a
matter . of temperament if not of
mood? Both are fine interpreta-
tions of peaceful homelife. In one
is emphasizing the beginning, where-
as in the other life is nearing the
close.

As we compare modern pictures
with those of a century or two back
we are struck almost dumb with the
strides that have been made along
certain lines. One great difference
Is in atmospheric perspective. This
is well shown in all of Mauve's paint-
ings. See how those trees go off in-
to the distance! See how the land

itself grows less and less distant till
the things on the horizon are merely
suggested. In addition to the dimin-
ution of size, the massing of de-
tails, the blurring of outlines, the
dulling of colors, there is a subtle
gradation of values of which the old-
er artists knew absolutely nothing.
Notice, too, how Mauve has repre-
sented a flock of sheep. Those in
the immediate foreground are quite
distinct in detail. The character of
the individual is shown in those.
Fewer and fewer detnils are given
till those farthest away are a mere
mass of light backs. If it were not
for those in the foreground those in
the distance could never be recog-
nized cs sheep. Yet the flock as a
whole is perfect. That " shows the
hand of a master painter. It is an-
other phase of aerial or atmospheric
perspective. One cannot fail to feel
the truth to nature in all of Mauve's
pictures. There is a sincerity which
bespeaks truth; but there is more.
This truth is told in exquisite poetry.
There is a serious note to all, but the
seriousness is of calm, quiet, peaceful
contentment. The message, too, is
told simply.

The State Schools

Oregon Agricultural College.

Fifty-nine members Oi the Oregon
legislature visited and inspected the
college on Saturday, January 20. Up-
on reaching the campus at 11 o'clock
in the forenoon, the delegates and a
number of their friends inspected the
O. A. C. cadet regiment, reviewed
some of their military exercises and
proceeded to the men's gymnasium
for convocation. After being wel-
comed by President Kerr, a short
musical program was carried out, af-
ter which the address of the day was
deliveied by Rev. W. W. Youngson,
of Portland. The subject of his ad-
dress was "The American Spirit.*'
Upon adjournment the delegates
were taken to Waldo Hall for their
noon luncheon. Following this, they
were divided into groups of half doz-
en each and taken over the campus
by special student guides appointed
lor the purpose. A great deal of time
was spent in the library building in-
vestigating the need for a new build-

ing. It was shown that the excellent
college librp,ry is very inconveniently
housed in small offices and one audi-
torium on three floors of the admin-
istration building. A banquet was
served, the delegate^ and their friends
in the evening by the students of the
home economics department. The
menu was prepared and served by
the students of domestic science.

George Fred Buxton, one of the
authors of the elementary text book,
"Paper and Cardboard Construction
Work," used in the Oregon schools,
has been secured for manual training
work in the summer school which
will be held at the agricultural col-
lege June 11 to July 26. "An intro-
duction of Mr. Buxton to any pro-
gressive manual training man is
something like carrying coals to New
Castle," says Prof. Frank H. Shep-
herd in making the announcement.
Mr. Buxton has been connected with
Stout Institute of Menononie, Wis-
consin, as director of maual training
and of summer sessions since 1905.

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ORISGOH TBACHIBRS MONTBUiY

443

His actiye interest in national educa-
tional association work and the west-
ern drawing and manual training as-
sociations has been supplemented by
numerous writings.

The annual short course of the col-
lege for farmers and others engaged
in practical industries of Oregon,
closed Friday, February 2. At the
conclusion of the short course stu-
dents passed resolutions thanking
the faculty members for the care
with which they carried out the work
of the course, declaring their belief
in the efficiency of the work and
pledging themselves to assist in «sar-
rying out the high ideal of the insti-
tution.

The sum of $36.65 was subscribed
by the students of the annual short
course and turned over to the librari-
an to be invested in additional books
for the college library. This money
is expended by the college librarian,
Mrs. Ida A. Kidder, for a special
short course library. The fund for
this section of the general library
was founded in 1910, under the aus-
pices of Homer Rogers, of Hood Riv-
er. While the books secured by this
library fund are technical in char-
acter and highly scientific they are
written in the popular vein well
adapted to the needs of short course
students. The section now numbers
several hundred volumes.

A campaign of considerable inter-
est to school boys is being conducted
in the counties of Tillamook, Lane,
and Yamhill. This campaign deals
with the control of rodents, especial-
ly the gopher and^mole. Because of
the high price of furs it has been
found that the mole skin has a com-
mercial value of from 15 to 25 cents
and that there is a large demand for
it. Under the auspices of the exten-
sion service of the United States
biological survey and the county
agents in charge of the work of sci-
entific agriculture in the various
counties, a campaign of extermina-
tion by trapping is being carried on.
Meetings are held with granges and
other farmers org?.nizations and at
school houses. Many of the farmers
are deeply interested in the control
measures that they add a bonus of a
5-cent bounty, and also buy traps to
lend the boys for carrying on the
work. The campaign in Oregon is
directly in charge of Prof. Theo.
Scheffer, of the United States biolog-
ical survey. Prof Scheffer says that
the boy would far rather earn a dol-

lar by exercising his skill as a trap-
per than by working for it by any of
the ordinary means. "Boys like to
put their skill against other members
of the animal kingdom," says Prof.
Scheffer, "and this is especially true
of those boys whose boy scout inter-
ests have led them to adopt the out-
door life."

In the final tryouts for the inter-
collegiate debates tlie following men
won the right to represent O. A. C:
R. R. Richart, Corvallis; V. I. Bas-
ler, of Grants Pass; Bertram Main-
waring, Portland; and E. W. Mc-
Mindes, Loraine. Ted Cramer of
Grants Pass was elected alternate.
This team will meet the State Uni-
versity on March 9. It is quite like-
ly that they will also debate the
Washington State College later. Fol-
lowing this, the team will travel over
the state in carrying on extension de-
bates. All of these men have had
previous experiences on the team.
Mr. Richart has been on the varsity
debating team during the last three
years. The other three men ' have
represented their classes in debates
for the last two years.

The regular class work of the first
semester of the present school year
came to a close on Friday. January
26. Examinations occupied most of
the time the following week. Fol-
lowing this, a brief mid-y^ar vacation
was granted extending to Monday,
Febraury 5, when registration for the
second semester began. Reports from
the registrar's office show that the
number enrolled in regular college
work for the semester closed was
1771. It is estimated that the num-
ber matriculating for the second se-
mester will lift the enrollment for
the year to the 2000 mark or better.

Glenn S. Strome, of Eugene, won
first prize in the first annual state
cereal judging contest held at the
college this winter. Second place
went to Claude C. Calkins, of Airlie,
and Alexander Galbraith, of Corval-
lis. The students were required to
identify and judge a number of var-
ious samples of many kinds of grain.
The contest was held under the aus-
pices of Prof. G. R. Hyslop, who an-
nounces that it will be a regular
event.

The average grades of all men stu-
dents at the college for the last three
semcsten is 85 This is pJ'.go tho aver-
age grade of the nine fraternities for
the same period. The clubs, too, have
reached the same. The grade of the

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444

ORKGOM TBACHB3R8 HOMTHIiY

women is somewhat hig]ier and the
average of all women of the three
sororities for the three last semesters
is almost 88. Only two fraternities
in the entire twenty-seven reports
fell more than 2 per cent below the
average for the student body and this
for only one each. Each fraternity
has a faculty advisor who is held re-
sponsible for the progress of the or-
ganization. The fraternities are gov-
erned br a code of re:j:iilat;ojis adopt-
ed by themselves, and it is one of
the duties of the faculty advisors for
each house to see that tie rules are
properly enforced. Most of these
rules are very exacting and the very
general observance of them tends to
promote a high grade.

Horace Kerr, son of President W.
J. Kerr, has been made head of the
Colorado state bureau of markets
and organization in the United States
bureau of organization and markets.
His headquarters are at Denver. He
expects to take up his new duties at
once.

E. R. Jory, a junior in the school
of pharmacy. Is not terrified by the
high cost of living. Last year he
lived on eight dollars a month which '
he earned doing janitorial work. He
lived in a tent with another boy and
the two did their own cooking. Dur-
ing the last semester Mr. Jory has
lived alone ^ja his tent which is situ-
ated in the back of the armory. Dur-
ing the summer he earned money to
pay his expenses (by careful manage-
ment) this year, so that he may be
able to carry on the four years' work
in the pharmacy department. He is
now living on from $7 to $7.50 a
month including |1 a month rent on
the ground for his tent. Since this
room is too cold to use as a study
room, he spends his evenings largely
in the library. This room is so much
crowded that it is frequently neces-
sary for a number of the boys to
stand while doing their studying.

The 1917 summer session will be-
gin June 11 and continue until July
28, wi-.h a week's receps the second
week in July on account of the N.
E. A. meeting in Portland. It is
possible that only a three day recess
will be declared, during which time
students not attending the meeting
may continue work in the laborator-
ies, library, etc. Should this plan be
followed, any who desire to spend
the entire week in Portland will have
an opportunity to make up work
missed. Students are expected again

this year, as in previous years, from '
the East and Middle West. In addi-
tion to ''seeing America first," they
will be able to attend the N. E. A.
Among the special instructors sup-
plementing the regular faculty are
Mr. George Fred Buxton of Stout In-
stitute, in manual training; Miss
Alice Ravenhill of London, England,
In domestic science; and Mrs. Mary
Schevick Woolman of Boston, in do-
mestic art. Each of these OLjoys a na-
tional reputation in his or her special-
ty, havinj ruUished bocks aal arti-
cles recognized as authoritative. Each
will give two or more courses daily
throughout the entire session. Addi-
tional instructors may be announced
later. The regular summer school
bulletin will be ready for mailing by
March 1st and will contain full de-
tails in regard to Instructors, courses,
etc.

University of Oregon.

In co-operation with the Portland
committee on the National Educa-
tional Association, the university has
decided to establish an intermission
of one week between the two halves
of the summer school. This will be
the second week in July — July 8 to
14. This will enable the teachers and
principals to secure a full summer
semester's work, as well as afford-
ing them the opportunity of hearing
the world-famous speakers in the as-
sociation meeting in Portland.

Among the famous men who have
been secured for lectures during the
summer session, the best known per-
haps to Oregon teachers is Dr. G.
Stanley Hall, president o2 Clark Uni-
versity and author of books on
"Adolescence," "Educational Prob-
lems," etc. This is Doctor Hall's sec-
ond visit to the university's summer
school. The second speaker of prom-
inence is President King, of Oberlin',
one of the best-known speakers on
ethical 1-nes in the country. Dr. J.
Duncan Spaeth, of Princeton, well
known for his researches and studies
In English literature, will again have
charge of this important department

The university is making a special
effort to extend its usefulness by in-
cluding a number of new courses and
departments. There will be work in
the pedagogy of music, of art, and on
high school commercial teaching.
There will be addit'onal courses in
Spanish, Latin, psychology, civics,
and economics. There will be a new
course in education, dealing with

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ORBGOH TBAOSBRS MONTHLY

446

methods in civics teaching, by Mr. A.
N. French, of the university high
school. Dr. B. W. DeBusk will con-
duct a special advanced course for
those who are interested in securing
special training in diagnosing cases
of defective children. Superintend-
ent Frazier, of Everett, Washington,
will give two courses dealing with
different aspects of school adminis-
tration.

Dr. Fred C. Ayer, of the chair of
school administration, will exchange
places with Prof. G. A. Gregory, of
the University of Iowa, during the
second semester of the present year.
This is the first case of regular-
ly planned exchange of instructors
between the East and West. Doctor
Ayer will have charge of twenty-five
graduate students in the University
of Iowa, and will train them in the
methods of conducting school sur*
veys.

Miss Nellie Cox, who completed her
work at the university the first se-
mester, goes to the English depart-
ment of the Medford high school.
Miss Myra McFarland takes up the
work in general science and physical
geography in the Eugene high school.
Mr. George Turnbull succeeds Prof.
Colin V. Dyment in the department
of Journalism. Mr. Turnbull will have
charge of the University Press Bul-
letin.

Dr. B. W. DeBusk has completed
his course of instruction in Portland
dealing with the nutrition and treat-
ment of defective children. Dr. De-
Busk expects to visit different sec-
tions of the state in the next few
months wherfe there is an interest in
the problem of defectives and back-
ward children. Any superintendent
or club interested in this matter
should correspond directly with him
at the university.

Statistics for the first semester
show an enrollment of 1421 students
in the departments of the university
located on the campus at Eugene.
This shows a gain of 27 per cent over
the enrollment of last year, which
was 1113. In addition to the depart-
ments on the campus, there are 73
students in the university school of
medicine in Portland; there are 675
students, mostly teachers, registered
for correspondence-study work; and
there are 1694 persons taking regu-
lar courses for credit in extension
courses given at a distance from the
university.

For some time some of the depart-

ments of the university have been
endeavoring to secure a much higher
grade of work for the ablest students
in the Junior and senior years. A sys-
tem of honor courses has been de-
vised open only to students who have
made a brilliant record during the
first two years of their course. Dur-
ing the first semester there were
eighteen such students in the univer-
sity. On January 19 the members
of the university faculty gave the
honor students a banquet at the Os-
burn Hotol. The following speeches
were made: (1) "We Are Only
Starting: A Look Ahead," by Her-
bert C. Howe, toastmaster; (2) "A
Scale of Values in a University," P.
Li. Campbell; (3) ^'Looking Back On
An Honor Course From Not Very Far
Ahead," Grace Edgington; (4) "We
Are All Different, Seeking Different
Ends," Frank Beach; (5) "We Are
All Alike, Seeking the Same End,"
Frances Shoemaker; (6) "How We
Did It in Michigan," Mable Holmes
Parsons; (7) "How They Do It in the
British Universities," C. V. Dyment;
(8) "The European Student As a Dy-
namic in Society," George Rebec.

The Lane county survey has been
made the basis of an article in the
February number of the Review of
Reviews. This survey has been at-
tracting favorable attention from
many parts of the United States.

The Philosophy Club of the univer-
sity held its regular monthly meeting
on January 23. The paper of the
university was given by Prof. H. C.
Howe, of the English department,
and dealt with the logic of John
Dewey. An animated discussion fol-
lowed. The paper for February will
be by Dr. E. S. Bates, and will deal
with Betrand Russell and the new
school of realism. This organization
is open to both students and mem-
bers of the faculty.

Oregon Normal School.

Mr. L. P. Gilmore, head of the
science department, represented the
faculty in the chapel exercises of
January 12. Mr. Gilmore took as his
subject, "Boys' and Girls' Club
Work," and by a number of slides
which he had prepared from the club
work around Monmouth during the
past two years presented this phase
of Oregon's industrial education in
such a way that the students derived
many practical suggestions from It.
Enough details of the week and its
management were given so that the

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446

ORBGON TBACHXSRS MONTHI^Y

address will undoubtedly instigate
the introduction of this work in
many schools. The value of club
work, not only for the work itself,
but for its reflection on the regular
school work, was shown in a number
of concrete cases.

The combined Oregon Normal
School Glee Clubs, with Mrs. Jane
Burns Albert, soprano; Mrs. Lulu
Dahl Miller, contralto; Mr. Norman
A. Hoose, tenor; and Mr. Hartridge
Whipp, baritone; as soloists and Mrs.
Leonora Fi.sher Whipp and Miss Olga
Wikberg, accompanists, presented
under Miss Mary Hoham's direction
the very lovely cantata, "Rose Maid-
en," by Frederic H. Cowen. This
unusually finished and artistic per-
formance made the program one long
to be treasured as a rare musical
treat. The chorus ensemble was per-
fect in its fine nuriibers, the solo
work was of high worth and the gen-
eral effect of the entire cantata in
interpretation of tone and feeling
was indicative of understanding and
art on the part of the director. Miss
Hoham. The story of the cantata is
a charming one which was adequate-
ly and artistically interpreted by the
sympathetic voices of the soloists, par-
tlcuarly by Mr. Whipp and Mrs. Al-
bert, who had the heavier parts. Mrs.
Miller and Mr. Hoose were heard to
good advantr.ge both in solo work
and in quartet numbers. The Ore-
gon Normal School orchestra ap-
peared splendidly in the prelude to
the program. Three numbers from
the "Nut Cracker Suite" of Tschal-
kowskl — "Danse Trepak," "Danse de
la Dragee" and "Pas des Fleurs" —
were given with wonderful skill and
spirit and showed a discriminating
taste in program making. The artis-
tic success of the complete perform-
ance is due to the good musical taste
and magical talent for direction
which Miss Hoham always displays
in her annual programs.

The Oregon Normal School was ex-
tremely fortunate in having as its
honored guest and chapel speaker,
Mrs. Eva Emery Dye, who needs no
further introduction to Oregon resi-
dents, for her books are widely read
and appreciated everywhere the
name of pioneer is known. Mrs. Dye
was happy in her choice of subject
for she has such wealth of illustra-
tion and incident concerning pioneer
times and spirit. Mrs. Dye, who is a
very entertaining speaker, held her
audience perfectly through a splen-

did talk which emphasized both the
old and the new pioneer spirit which
is necessary wherever progress is to
be made. It is sincerely the wish of
the Oregon Normal audience who
heard Mrs. Dye that she may ai^n
speak so inspiringly in some later
chapel exercises.

A week-end guest of the Oregon
Normal School was Mrs. Alexander
Thompson of The Dalles, a member
of the Oregon House of Representa-
tives, who remained over until Mon-
day morning to address the faculty
and students at chapel time. Mrs.
Thompson's subject was the most in-
teresting one of "Women in Poli-
tics." She touched upon the big is-
sues of the present time and showed
by her forceful manner of speaking
and her fine arguments that politics
needed women; that the force of
women in politics is for betterment
of all conditions; that reform in poli-
tics would be accomplished by worn-
en. Mrs. Thompson's ready wit and
her ability to use apt illustrations
held her audience in an apreciative
mood through her splendid speech.
Mrs. Thompson will be accorded a
hearty welcome on any future visit
to the Oregon Normal School.

Wednesday, the 24th of January,
was given over to an excursion to
Salem to visit the legislature in ses-
sion and the state institutions. Pres-
ident Ackerman and Mr. Butler nav-
ing charge of the trip. This excur-
sion afforded the opportunity for
many students coming from distant
parts of the state to see the state
capital and for many other students
the opportunity to visit the legis-
lative houses in session. This was a
practical lesson in civics and econ-
omics which was thoroughly enjoyed
by 250 students who availed them-
selves of the opportunity and the in-
formation gained will enliven many
future class-room recitations and dis-
cussions.

The first semester closed January
26 and was marked by special chap-
el exercises. The songs by the class-
es, the presentation of the basketball
trophy cups to the winning teams
and closing remarks by President
Ackerman were the special chapel
features of this assembly. The re-
gent trophy cups were this year won
by the junior men and the senior
women. In addition the class num-
erals were presented to the members
of the various teams and pennants
to the student coaches. After closinif

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ORBGON TIBAOHBRS MONTUIiY

447

THE

CAPITAL
NORMAL &
INDUSTRIAL
SCHOOL

SAIiBBf, OREGON

TRAINS FOR SCHOURSHIP

AND

RifiHER GRADE CERTIFICATE

Salaries adjust themselTeB accord-
ing to the qualifications and am-
bitions of the teacher. When you
see some teacher receiying more
money than you for your sendees
you had better study the cause
and then apply the remedy. Make
up your mind that you are going
to raise the grade of your certifi-
cate this year.

Our departments are:
Normal, Preparatory, Business,
Shorthand, TypMritlng,
and Printing.

NORTHWESTERN

TEACHERS'

AGENCY

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Idaho. Progressive, Agres-
sive. Your best medium to
secure a Western position.
Write immediately for free
circular.

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Motion Picture
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The Model 2 Victor Animatograph
or standard film and standard slides.

Projects Bock-Steady,
Brilliant, Flickerleii Im-
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machine that is portable,
low in price, reliable,
and guaranteed satisfac-

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School equipment for
aniversal service, in class
room and auditorium.

Write for prices and
trial termsL

VICTOR ANIMATOGRAPH CO.

186 Victor Bldg., Davenport, Iowa» U. 8. A.
(RfftnafActorers of the old Reliable Victor Portable Stereopticon and Victor

liantem Slides) . ,

giiizedbyVjQQglC

448

ORB3GON TBACHBRS MOMTHLY

remarks by President Ackerman
apropos of the work done during the
past semester and the prospect for
work in the second semester, the re-
maining number of the assembly pro-
gramme was given by Miss Greene,
representing the faculty on that oc-
casion. Miss Greene took for her
subject for this address the "Appre-
ciation of the Beautiful in Nature."
In presenting this Miss Greene
showed how every student could at
least have an artistic appreciation of
the beauties which would every-
where surround her in Oregon, and
by numerous concrete examples tak-
en from the neighborhood of Mon-
mouth showed how nature, with her
everchanging beauties could be a
source of daily inspiration.

The close of the first semester
found a good many of the fifty-five
mid-year graduates already located
in schools over the state, with open-
ings for practically all of the remain-
ing members of the class.

The second semester opened Janu-
ary 29 with practically all of the old
students programmed and matricu-
lated on the preceding Saturday.
Work began with the first period.
The new students entering at this
time brought the total registration
by the end of the first week to 507.
This is the first time in the history
of the school that the regular at-
tendance during any semester has
passed the five hundred mark, indi-
cating an increase of nearly 25 per
cent in attendance over last year, all
of which is an encouraging indication
of the work that the Normal School
is doing in the training of elementary
teachers for Oregon.

The senior class was represented
during the month by Miss Olive
Valck, who took as her subject,
"What the N. E. A. Can Do for the
Professional Uplift of Teachers."
Miss Valck's paper explaining the na-
ture and method of work of the N. E.
A. was most opportune and profitable
in the light of the coming of the N.
E. A. to Portland in July.

One of the biggest progressive
steps taken by the Normal School
since its reorganization was culmin-
ated January 26 when a contract was
entered into with the Independence
school board to use the common
school of that city for training pur-
poses for the Oregon Normal School.
The addition of the 350 pupils from
Independence to the present enroll-
ment of the Monmouth training

school will give the largest training
school enrollment in proportion to
the enrollment of the normal school
of any in the Northwest In addi-
tion to this a contract has been en-
tered into with the directors of the
Mountainview school, a conveniently
located two-room rural school, which
is to be used as a model practice
school for the rural school depart-
ment. As the size of the graduating
classes has steadily increased the
providing of adequate practice facil-
ities has been the greatest problem
confronting the administration of the
school. With the acquisition of these
additional facilities this problem is
practically solved. It has been def-
initely determined that this new
training arrangement will begin op-
eration in September, 1917.

Pix>fessioiial Certificates.

Supt. J. A. Churchill has sent out
the following letter to the school of-
ficers of the state:

"This department is interested in
having the teachers throughout the
state meet the requirements for the
professional teacher's certificate. Tho
certificate is issued without cost to
those applicants who meet the re-
quirements established by this de-
partment. We believe that much
professional growth will come to the
teachers through the efforts put
forth to earn this certificate.

"We have today in Oregon some
teachers who go from county to
county after but a year's residence
in each, and who fail to give the
right service in every district where
they go.

"The profesional certificate is a
guarantee that a teacher is interest-
ed in her work, and that she is pro-
gressive. Other things being equal
school boards should give preference
to the teacher holding this certifi-
cate. This action on the part of the
school board would tend to eliminate
those teachers who are not interest-
ed in their work and who do not care
to make additional preparation from
year to year for the benefit of tho
districts and the children whom they
are to serve.*'

Truth will always be Vie chief
power of honest mon. — Madrjne de
Stael.

There is nothing so powerful as
truth. — Daniel Webster.

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ORBGON TBACHIBRS HONTHIiY

RIGHT INTO
THE HEART OF

American literature, with its zest of out-
door life, its thrill of glorious history, and
on into the wonderful eighteenth century
of British letters, with glimpses, too, of
Goethe and Schiller — this is the road the
pupils will take through the

YOUNG AND FIELD
ADVANCED LITEBABY BEADEB

Parts One and Two are real introductions
to a complete course in literature. We
think you will be interested in them, par-
ticularly if you have known other readers
in the Young and Field series.
Questions promptly answered.

GINN St COTV^PKNY

20 Second Street, San Francisco
135 Third Street A. E. Shumate, Agt. Portland, Oregon

The Young and

Field

Advanced

Literary Beader

Part I 66 cents
Part n 68 cents

Stands tKe Test of Service

THe Duff DucKram Binding of

Webster's New International

Dictionary. It is now recommended in preference to the sheep
binding for use in Schools, Public Libraries, Offices, Homes, or
wherever subjected to hard and constant service.

Tests prove that this Buckram excels other binding materials in
strength, resistance to rubbing wear, to stretching, to moisture,
to the fading effect of sunlight, etc.

400,000 Words. 2,700 Pages.

6,000 Illustrations.

12,000 Biographical Entries.

30,000 Geographical Subjects.

Thousands of Other Beferences.

6BAND PBIZE (Highest Award) Panama-
Pacific Exposition.

Write for Specimen Pages and Free Pocket
Maps.

G. & C. MERRIAM CO., SprinefltM, Mm.

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Some Oregon Weeds and Seeds

By A. R. SWEETSES^ UnlTersity of Oregon

For our consideration this month
we have two immigrant pests that
readily adapt themselyes to any soil
and to all conditions, make them per-
fectly at home, and proceed to crowd
out native bom plants; and are only
hindered by a constant warfare.

The first (Fig. 1) is known as

mon adulterant of clover and grrass
seed. The leaves and flower clusters
all come from the roots which are
stout and persistent and store up
abundant nourishment for the con-
tinuous existence of the plant. The
leaves have several pronounced ribs
which are more or less parallel; but
if examined closely it will be seen
that these are connected by a net-
work of fine cross veins. The long
Blender flower stalk bears at its top
a cluster of flowers Tinown as a
spike. If this is examined closely,
especially with the aid of a magnify-
ing glass, it will be seen that it is
made up of many small but complete
flowers. These have a four-parted
calyx and four-parted corolla, usually
four stamens, which protrude when
the flower opens, and a single pistiL

Fig. 1. — Buckhorn; Rib Grass; Nigger
Head. Seed much enlarged.

English Rib Grass, Buckhorn or Nig-
ger Head, or in scientific language
Plantago lanceolata. It is readily
started by Its seed, which is a com-

Fig. 2.— Bread-leaf Plantain,
enlarged.

Seed

It will also be noticed that all the
flowers are not in bloom at the same
time, the earliest appearing at the
base of the cluster and progressing

Digitized by VjOOQIC

ORBGON TBJLCHBBS HONTHI<Y 451

Summer Session 1917

JUNE 11 to JULY 28

Oregon Agricultural College

1. Courses for Teachers.

2. Courses for College Entrance and College Credit.

3. Boys and Gk*ls Short Courses.

4. Preparation for Teachers Examinations.

5. Vocal and Instrumental Music.

SPECIAL INSTBUCTOBS

1. Home Economics

Miss Alice Bavenhill, London, England
Mrs. Mary Schenck Woolman, Boston

2. Manual Training

Mr. Geo. Fred Buxton, Stout Institute

3. Additional Specialists

Will be announced in bulletin and subsequent advertise-
ments.

EEOULAB COLLEGE FACULTY

Instructors from the regular staff include specialists in
Home Economics, Manual Training, Commerce, Agriculture, Art,
Biology, Chemistry, Physics, Education, Economics, Political
Science, Psychology, etc. In all, about one hundred courses
will be offered.

CUT OUT AND MAIL COUPON BELOW.

r *" " -

E. D. RESSLER, Director

0. A. 0. Summer School,
' Corvallis, Oregon.

I Please send copy of 1917 Summer School Bulletin to my address.

I J

1 )

I

4^^

Digitized by VjOOQI^

452

ORBGON TBACHBR8 MONTHLY

upwards. In a short time after flow-
ering the pods will ripen, producing
a couple of seeds which if examined
under the microscope will appear, as
in the accompanying drawing, some-
what resembling brown date stones.
The other (Fig. 2) is also an in-
troduced weed and is known as the
Broad-leaf Plantain or Plantago ma-
jor. It belongs to the same family
and has the same general structure,
but the spike is very much longer

and each pod contains several seeds.
This spike is often gathered and fed
to canaries. Its seeds also are found
quite frequently in impure grass
seed.

Both of these plants may be eaten
more or less by the stock, but they
are said to impart a bitter flavor to
milk. The remedy is found in the
use of cleaned and certified seed and
in everlasting cultivation.

Oregon Govermental Affairs

By BOBEST CABLTON CUkXK, Eugene. Oregon

The Legislative Assembly.

The present session of the legis-
lative assembly, like all its predeces-
sors and Its duplicate in other states,
seems chiefly useful as an exhibition
of how law-making ought not to be
done. In the first place there are
two legislative chambers in every es-
sential way of identical character. No
one claims that a state senator is any
wiser, any more experienced, or any
better trained for the work of mak-
ing laws than a state representative.
One chamber is merely a replica of
another. Originally bicameral legis-
latures were a device to prevent
hasty legislation. One was to serve
as a check on the other. It was a
device of men suspicious of democ-
racy, distrustful of popular govern-
ment. I dare anybody to show how
the two houses of the Oregon legis-
lature serve to restrain each other in
any essential or useful way. One evil
of the two house plan is that it
breeds timidity In individual legis-
altors. They vote for an unwise
measure in the hope that the other
house will kill it. Any way with the
referendum "as a weapon behind the
door" with which to head off serious-
ly Injurious legislation a single
chambered assembly, small in num-
bers, could not imperil the safety of
the state by too hastily considered
laws. The most ardent champion of
the present system would scarcely
claim that any great number of the
bills passed receive any real consid-
eration by the legislature as a whole.
One of the characteristics of the
present session has been the absence
of any real debate on the floor of the

two houses. The very fact that the
most important measures that ulti-
mately become law are those that
have been carefully worked out in
committee or by their friends out-
side of th-3 legislature seems to be a
further point in favor of a single
house sitting through a period suffi-
ciently long to give every bill most
careful consideration.

Consolidation of State and City
Elections.

Few of the proposals that have
come before the legislative assembly
will change the actual machinery of
government even if they have the
good fortune to become law. Some of
the numerous commissions are
threatened with extinction or consol-
idation but it seems unlikely that
there will be anything very sweeping
accomplished in this direction. The
passion for consolidation has led to
a proposed constitutional amendment
to consolidate city and state elec-
tions. This measure may also be due
to a passion for economy. It is
claimed that the holding of state and
municipal elections on different days
costs an additional $50,000. Such a
proposal shows how short is the hu-
man memory. The reason these elec-
tions were separated in the first
place was the very good one that
state and national elections ought
not to come simultaneously with city
elections because of the different
kinds of Interests Involved. National
politics have generally been driven
from city elections because of this
difference in dates. City elections
might not receive the attention they

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ORBGOBT TBACHBRS HONTHIjY

463

New Sanitary Adjustable
School Desk

Hyloplate Blackboard

Write for catalogue of

8ANITABY DESKS

Six different kinds

SCHOOL BOOM HEATEBS

Maps, Olobes, Supplies.

NORTHWEST SCHOOL
FURNITURE COMPANY,

244-246 Third St., Portland, Or.

1

where sample! of the latest Text
Books, Books for Teachers' Ex«
aminations. Reference Books, Books
for School Libraries, etc., can be
seen and inspected. Teachers are
inrited to make use of this room
as often as they like and make ap>
pointments to meet their friends
here.

The J. K, Gill Co.

Booksellers, Stationers,

Complete Office Outfitters,

THS PORTLAND 0F7I0B OF THE

FISK TEACHEBS' AGENCY

WELCOMES

Teachers for all kinds of
teaching positions. We
are known from the At-
lantic to the Pacific
Coast and can locate you
in a more satisfactory

?>osition than you could
ind for yourself. We
make prompt replies to
all inquiries, furnish the
best available teachers
for all positions.

Send us your address
and we shall be elad to
mail you full particulars.

J. N. ELLIOTT.
614 Journal Bnildlng, Portland. Oregon.

The Largest and Most Patron-
ized Teachers' Agency in
the West.

One Agency that Does the
Work of Many.

Wm. Buffer, A. M., Manager.

RPC/<)<Mrr£AC/i£RS

/iC£f\/CY. EMPIRE BLD C. DtsvfR COLO

TEACHERS WANTED
SI 00 to SI SO MONTH

All teachers should try the U. S. Govern-
ment examinations soon to be held through-
out the entire country. The positions to be
filled pay from $1200 to $1800; have short
hours and annual vacations, with full pay.

Those interested should write immediately
to Franklin Institute, Dept. T 240, Rochester,
N. T., for schedule showing all examination
dates and places and large descriptive book,
showing the positions obtainable and givins
many sample examination questions, which
will be sent free of charge.

The door opened suddenly and a
lady rushed in.

"Oh, doctor,'' she cried, "the baby
has swallowed some ink and he's
now looking blue. What shall I do?"

"Give him a dose of blotter," said
the doctor. "This is certainly an ab-
sorbing case." — The Window. ■

Digitized byVjOOQlC

454

OREGON TKACHBRS KONTHLY

deserve. Still it must be admitted
that a single election every two years
might make a demand upon the vot-
er's sense of duty not too excestslve.
Too many elections is one of the
vices of our present system of gov-
ernment.

The "Third House."

Extra constitutional devices have
come to play a very Important part
in the business of government. The
motive power behind the enactment
of bills into law scarcely resides in
the legislative assembly at all. It is
furnished by various and sundry
kinds of "lobbies" sometimes called
the "third house." The measures
that have the most certain hope of
being enacted into laws are those
that have behind them the most vig-
orous and persistent "lobby." When
the champions of an anti^igarette or
good-roads law swoop down upon the
legislature its valiant members sur-
render with scarcely more than the
pretense of resistance. Good and
worthy causes, not to mention those
that can not claim such merit, would
not have the ghost of a show if they
were not thus championed by de-
voted men and women who fear not
to waylay a legislator and to whisper
into his ea.r until a promise is exact-
ed to vote for their darling bill. The
"third house" has become a potent
not to say an essential instrument of
legislation.

A Longer Session Needed.

This session of the legislature as
all others before has shown that
forty days are not enough for the
serious business of making laws. All
the appropriation bills and the great-
er number of other measures must
be Jammed through during the last
days of the session. There can be but
the merest pretense of discussion and
no opportunity for amendment on
the floor of the house. Representa-
tive government was devised on the
principle that there is wisdom in
numbers. Deliberation and discussion
are fundamental in really representa-
tive government. These cannot be
secured in a session of forty days.
A session of the legislature costs all
of $50,000 or more. A small body
of men might be well paid to act as
legislators for a period of six months

or more and have ample time to con-
sider well all bills presented. There
must be some real merit in such a
bungling legislative system as we
now possess but in this day when we
are seeking to improve all other sorts
of machinery and have little confi-
dence in the tools and machines that
®ur fathers used why put up with an
antiquated legislative machine?

Voting in School Elections.

A measure long past due to be-
come a law has already pasred the
assembly under the terms of which
all legal voters may hereafter vote
for school officials. Heretofore only
tax-payers could vote in school elec-
tions. Elections on school bonds are
confined to tax-payers as before.
There is no good reason to keep this
latter provision. Every man is in-
directly a tax-payer if he is a renter
of property in any way. Still it is a
step in the right direction to make
school elections open to all tax-pay-
ers to this extent. Every parent
surely ought to have a voice in the
election of the men who act as school
directors.

■

Requirements for Professional
Certificate.

The requirements for securing the
professional certificate include the
following:

Teachers who are snccessful in
their work for at least eight months
during the years of 1915 and 1916.

Teachers who meet all the require-
ments for a teacher in a standard
school and comply strictly with all
the laws relating to fire dangers and
fire drills.

Teachers who send promptly to th^
county superintendents all reports
requested by him or required by law.

Teachers who attend the annual
institutes or training school and at
least one local institute.

Teachers who read during the year
under the direction of the University
of Oregon or Agricultural college two
books on the teachers' reading list.

The requirement that a teacher
shall meet the requirements of &
teacher of a standard school means
that she must maintain good order
at all times; supervise playground:
have her work well prepared; follow
state course of study; take at least
one educational journal; have pro-
gram posted in room; keep register

Digitized by VjOOQ IC

ORBGOW TBACmBRg MOWTHIiY 466

NOW READY

HORNE: Story-telling, Questioning, and Studying $1.10

JESSUP & COFFMAN: Supervision of Arithmetic 1.10

ECKLES & WAEREN : Dairy Farming 1.10

TOWNE : Social Problems 1.00

HOOVER: Salesmanship 75

GOWIN : The Executive and His Control of Men 1.50

SUPPLE : Spanish Reader of South American History 1.00

KINNE & COOLE Y : Home and the Family 80

SHEAFFER : Household Accounting 65

O-'KANE : Jim and Peggy at Meadowbrook Farm 60

Five New Additions to Our Famous Pocket Classicfl:

Shakespeare : King Richard III 25

Baker : Short Stories and Selections 25

Lowell : Earlier Essays 25

Southey : Life of Nelson 25

Hart & Perry : Representative Short Stories 25

THE MACMILLAN COMPANY,

619 Second Avenue, Seattle, Washington
P. N. Plamondon. P. A. Enowlton.

BLOSSOM TIME IN ]
THE GOLDEN STATE \

A filend jiut Xiwdk from Southern Oallfor-
nia ssyi: "Tlie weather was fine, In fact
too warm for heavy dothee. Iffluiy were
bathing at the beaches. Oranges were ripe
in the TaUeys, while the moontalns nearby
were coyered with snow."

With warm snnny weather It will not be
long before the blossoms on the trees will be
evexywhere announcing that spring time is
here.

Take a vacation trip now where life is different ; where climate
surroundings and amusements are out of the ordinary. Spend
a different February.

THREE TRAINS DAILY

Scenic Shasta Route

will take you there in comfort. Ask the agent.
John M. Scott, (General Passenger Agent, Portland

[ SOUTHERN PACIFIC LINES

Digitized by V^(JiJ*^ IC

456

OREGON TBAGHBR8 MONTHIiY

in good condition; be neat in attire.
When a teacher feels that she has
met the requirements for a profes-
sional certificate, she makes applica-
tion to the county school superin-
tendent on the proper blank, givinfz

necessary information, and if the
county superintendent is satisfied
with the report and the work done,
he makes recommendation to the
state superintendent, who issues the
certificate.

Law Questions Answered

By EUCO 8. WHITE, Salem, Oregon

Under thig head Elmo S. White, of the Marion County Bar, will endeaTor to answer
■neh questions of law as our readers may care to aslc. Conformably with the established
policy of this magazine to be of the greatest usefulness possible, there will be no charge for
this service. Questions will be answered in the next issue after receipt wfaeneTer possible.
Every question must be accompanied by the name and address of the inquirer, but these will
not be published unless the person so desires. Questions accompanied by a fee of one doUsr
will be answered by mail as quickly as possible and will not be published unless requested
by sender. Address all communications to Attorney Elmo S. White, Masonic Temple,
Salem, Oregon.

"Attorney White: Is a school dis-
trict a public corporation?" Yes.
« e e
"Elmo S. White, Attorney: If the
clerk of a school district in meeting
assembled fails or refuses to act,
what is the proper and legal pro-
cedure?" When the clerk of a school
district fails or refuses to act the
meeting has the power to appoint a
secretary pro tern, whose acts as
such are authentic; and the appoint-
ment of a clerk, made by the chair-
man, who acts without objection, is
i\e act of the meeting,
"thl- • • ♦

not *'Mr. White: How long does it
legttke before the right to bring an
action at law for an assault and bat-
tery will 'outlaw' in Oregon?" Two
years from the time the act was com-
mitted.

* * e

"Attorney White: Can an unlaw-
ful act of a school district clerk be
imputed to the district so as to make
the district responsible?" No.
e e *

"Mr. White: What is the U. S.
government's fees for a patent?"
Fifteen dollars when the patent is
applied for, and twenty dollars when
the patent is issued.

e * e

"Attorney Elmo S. White: I am
over eighteen years of age. Can I
make a will?" You can make a will
disposing of your personal property;
but cannot so dispose of your real
property until you have reached the
age of twenty-one.

"Dear Mr. White: Has a school
board any powers other than such as
are expressly granted It by the legis-
lature?" A board of school directors
can exercise only powers expressly
granted to it by statute, and such
powers as may be necessary to carry
into effeci a granted power.
* * *

"Attorney Elmo S. White; Is there
any way in which one who is the
father of school children can com-
pel a school board to admit them to
the school?" A father, being the
natural guardian of his minor chil-
dren, charged by law with the duty
of attending to their educ.ation and
guilty of a misdemeanor if he fails
to send them to the public schools
according to law, has the right to
maintain mandamus proceedings to
compel the school board to permit
his children to attend and be in-
structed in the public schools.

Truth is the mightiest thing that
man can keep.^ — Chaucer.

In all things keep yourself loyal to
truth. — Selected.

ELMO S. WHITE
Lawyer

V. S. PATENTS 8BOURED
GENERAL UlW PBAOTICB

402 Masonic Temple, Salem, Oregon.

Digitized by VjOOQIC

ORB3GON TKACHBRS MONTHLY

467

OPPORTUNITY ! !

for ambitious, wide-awake
teachers. We want you to
spend a profitable summer va-
cation helping us improve
school room sanitation. Un-
limited opportunities for doing
good and making money. Strict-
ly commission proposition, but
a commission that pays. For
further information address,

Ralph A. Roberts, Northwest-
em Blanager Charles Smith
Oompany, Amboy, Wash.

Northwest Nor-
mal School of
Music and Art

Z. M. PARVm, MuB. Doc.,
Director.

The course of study includes —
Singing, Piano, Harmony,
Counterpoint, and Musical Edu-
cation. Write for circular and
further information, 408 Til-
ford Bldg., Portland, Oregon.

Digitized by VjOOQ IC

New School Legislation

The legislative assembly of 1917
enacted a number of good laws for
the benefit of the public schools, and
passed a resolution introduced by
Sheldon of Jackson county, placing
on the ballot for the next general
election the proposition of establish-
ing a state normal school at Ashland,
and one in Eastern Oregon to be lo-
cated by the Normal Board of Re-
gents.

* * *

The Thompson bill, introduced by
Mrs. Alexander Thompson of Wasco
county, requires every school district
in Oregon to have at least eight
months of school each year. To the
school children of this state, the law
authorizing this is the most import-
ant one enacted by the 1917 legis-
lature. There were only five votes
against the bill In the House, and it
passed the Senate without a dis-
senting vote. The demand for the law
giving each district eight months of
school has come from the rural dis-
tricts, and it is entirely in the in-
terests of the children who attend
the one-room rural schools.

According to the provisions of this
bill, each school must have at least
eight months of school each year.
The apportionment law was not
changed. In order to understand this
new law, it is necessary to be famil-
iar with the apportionment law. Each
county levies a tax sufficient to pro-
duce a sum equal to |8 for each child
of school age. This fund is appor-
tioned by first giving to each district
1 5 for each teacher employed there-
in. The balance of the money is ap-
portioned to the school districts ac-
cording to the number of children of
school age.

Now, under the present law, if the
money received by any district does
not amount to 1 3 00 the district must
levy a tax not to exceed 5 mills. If
the 5 mill tax does not bring the
amount up to $300, then the bal-
ance must be appropriated by the
county court from the general fund
of the county (not the school fund).

The new law provides that each
district must have $400 instead of
$300, and eight months of school in-
stead of six months. The present law
is not otherwise changed, and the
law does not affect the amount re-
ceived in any other district. The add-

itional money will be supplied by lo-
cal tax in the districts not now hav-
ing eight months of school, and by
small appropriations from the gen-
eral county fund. About 700 districts
now have less than eight months of
school. Of these only 157 will need
help from the county, according to
statistics secured by State Superin-
tendent J. A. Churchill. The follow-
ing counties will not have to make
any appropriations: Clatsop, Curry,
Gilliam, Hood River, Jefferson,
Klamath, Lake, Marion, Sherman,
Tillamook, Umatilla, and Yamhill.
Eleven others will have to appropri-
ate less than $600 each. Many of
the districts in the counties named
above will have to levy only 1 or 2
mills of tax in order to have a fund
of $400. For example, in Umatilla
county sixteen districts have less
than eight months of school, eight of
these will have to levy only 1 mill,
and the others from 2 to 4 mills.

In making the estimate required
by this bill, the state fund is not
considered. Each district receives in
addition to the amount apportioned
from the county school fund, its
share of the Interest on the irre-
ducible state school fund, which is
apportioned according to the number

of children of school age.

* * *

Under the provisions of Senate Bill
270, by Senator Cusick, a teacher,
after signing a ""contract, cannot re-
sign within thirty dayB before the
term of school begins, or at any time
during the school year without the
unanimous consent of the school
board.

Additional professional training
for teachers who are not graduates
of a normal school or college was
provided by a bill introduced by the
house committee on education. This
act changes the law requiring at
least six weeks of professional train-
ing as a pre-requisite for securing a
teachers' certificate by examination
to twelve weeks. The law takes ef-
fect September, 1919. This will mean
that in order to secure by examina-
tion a certifiacte to teach, one must
be the graduate of a standard fou^
year high school, and must have had
at least 12 weeks of professional
training. This may be secured at any

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ORBOON TKACHBRS MONTHliT 459

The Horse Pair — ^Bonheur

PICTURE STUDIES

Including the one illustrated above and more than thirty
others recommended in the Oregon State Course of Study.

These studies are issued in the form of eight-page leaflets
and give a complete discussion of the picture besides a sketch
of the life of the artist.

These studies are extensively used in graded schools, teach-
ers' colleges, art institutes, etc., throughout the United States
and are recognized as the most practical helps obtainable.

The picture studies appearing in this journal are reprints
of our publications.

They may be had for the following price : Fifteen cents per
dozen copies or One Dollar per 100 copies, assorted as desired
and postpaid.

SEND FOB COMPLETE LIST, FREE

C. M. PARKER ESTATE, Publishers, TaylorviUe, UL

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'•••♦•♦♦♦<

460

ORBGOM TBACHSIUI MOlVTHIiT

chartered educational institution, or
in a standard four-year high school.
In the high school it will mean that
the course will extend over the last
two years instead of only the last
year.

* * *

Senate Bill 195, introduced by
Senator Orton, makes certain changes
in the school tenure law applicable
only to the city of Portland. It class-
ifies the teachers as follows: First,
supervisors; second, high school
principals; third, grade school prin-
cipals; forth, assistant supervisors;
fifth, heads of departments in high
schools; sixth, high school instruct-
ors; seventh, grade school teachers;
eighth, special teachers. The bill
further provides that a teacher may,
before being transferred to a branch
of the service which position is of a
lower rank or before being dis-
missed, demand a hearing. This shall
be before a commission. The mem-
bers of the commission are to be
three disinterested persons appointed
on the first Tuesday after the first
Monday in January of each year by
the presiding judge of the circuit
court. The bill is considered by the
teachers of Portland as strengthen-
ing the tenure of office law. It was
endorsed by the Teachers' Co-oper-
ative Committee representing six or-
ganizations of teachers. Active in
the support of the bill were Mr. Wm.
Parker, chairman of the general
committee, and Miss Viola Ortschild,
president of the Grade Teachers' As-
sociation.

* * *

Senate Bill 41, by Senator Hawley,
atuhorizes the district school board
to use all or any part of the public
schools under its jurisdiction for
training school purposes. Under this
bill the school board of Independence
will have autholrty to permit its
schools to be used as a training
school for the Oregon State Normal
School at Monmouth.

* * *

Senate Bill 90, Introduced by Sen-
ator Cuslck, changes the time for
closing the polls for the annual
school meeting in districts of the
first class from 6 p. m. to 7 p. m.

* « *

Senate Bill 95. by Senator Eddy,
provides for recall of school direct-
ors in districts of the first class. The

recall now applies to all elective of-
ficers excepting school officers, and
this bill makes it applicable for
school directors in districts of the
first class. There must be a petition
first signed by the legal voters of
such district equal in number to IS
per cent of the number of children of
school age in said district as shown
by the last preceding school census.

• • •

The Sheldon bill provides that the
property Qualifications for school
voters shall not apply in the election
of a school director or of a school
clerk. This will mean that women
as well as men may vote at all school
elections for the purpose of electing
school directors or school clerks.

• • *

House Bill 20, by Jones of Lane»
changes the time for taking the
school census from November 25 to
October 25« and House Bill 39, by
the same author, changes the time
for making the apportionment of
school money from the first Monday
In October to the second Monday in
November. Under this plan the ap-
portionment will follow Immediately
after the census. This will cause the
districts to wait for some time after
the opening of school for the fall ap-
portions, but it will probably be an
advantage to have the apportionment
based on the census of the same year.

* • •

Senate Bill 81, by Senate Vinton,
changes the time for Arbor Day.
Hereafter the second Friday in Feb-
ruary will be known as Arbor Day
for Western Oregon, and the second
Friday in April as Arbor Day for
Eastern Oregon.

* « «

House Bill 249, by Dr. Anderson
of Wasco county, designates the
fourth Friday in October of each
year as Frances E. WlUard Day and
provides that a portion of the after-
noon of such day shall be set apart
for exercises commemorating the life
work and achievement of Frances fi.

WlUard.

« « «

Senate Bill 2, by Senator Olson,
authorizes the school board of Port-
land to establish kindergartens. It |
limits the number and the amount I
of money which may be expended for
this purpose.

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••uGE

OREGON TEACHERS MONTHLY

The Official Journal of the State Teachers' Association

Vol. XXI SALEM, OREGON, APRIL, 1917 No. 8

Published Monthly Except July and August by the State
Teachers' Association

Entered at the Postoffice at Salem, Oregon, as second-claBS mail matter, April 1, 1898.

BDITOBIAI. BOARD
H. D. SHEIjDON, School of Education, University of Oregon, Eugene
E. F. OARLETON, Assistant Superintendent of Public Instruction, Salem
O. T. BONNET, County School Superintendent, The Dalles
R. £. GHLOUPEK, Director Manual Training, Pendleton.
O. O. DONEY, President Willamette University, Salem
E. S. EVENDEN, Department of Education, Oregon Normal, Monmouth
MRS. M. L. FULKERSON. Institute Instructor, Salem
OEOROE W. HUG, City Superintendent, McMinnville
HOFKIN JENKINS. Principal Jefferson High School, Portland.
MISS VIOLA ORTSCHILD, President Grade Teachers' Association, Portland
E. D. RESSLER, Department of Education, Oregon Agricultural Oollege, Oorvallis
MISS LILLIAN TINGLE, Supervisor Domestic Science, Portland
GHAS. H. JONES, Business and Managing Editor, Salem

BXTUIS OF PUBLICATION

1. The mailing label on the Oregon Teachers Monthly shows the date to which lubierip-
tions are paid.

i. The Oregon Teachers Monthly will be sent to subscribers until ordered discontinued
and all arrearages are paid.

8. Notice of change of address should be given at once, naming both old and new
poatoffice.

4. When renewing, always state that subscription is a renewal.

5. The subscription price, including membership in State Teachers' Association, is $1.50
a year in advance. Single copy, 20 cents.

6. Advertising rates will be furnished on application.

Address all communications to Oregon Teachers Monthly, Salem, Oregon.

Editorial Notes

One-third or more of this issue is devoted to material relating to
Ihe rural schools. Other contributions will doubtless have interest
also for the rural teacher. It is hoped that this matter will be of value
as well to teachers engaged in other divisions of the school system. '
It is well for all of us to do some professional reading outside our
special fields. Several of the articles were prepared for the late
moefting of the State Association. While there is never a dearth of
material, it is alw^ays a problem for the editorial board to decide what
to select. Sometimes a lack of variety and the failure of some con-
tributors make a particular issue seem one-sided. The board en-
deavors to conduct the Oregon Teachers Monthly in the interest of

the Association membership. — R.

* * •

Entertaining the annual convention of the National Education
Association is a large undertaking. The general committee was ap-
pointed early in January. Offices were established with adequate
clerical force, sub-committees appointed and a systematic campaign
begun. Six months of strenuous work will be required, involving the

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462 ORB5GOW TBACHMRS MOWTHIiY

time and thought of many busy people and the expenditure of thous-
ands of dollars. We can trust Portland and the educational leadership
of the state to Bee that the city and state prove worthy hosts to the
great association. Every teacher also has a part and a most important
one in making a success of the convention. The National Education As-
sociation requires a large annual income and its chief source is the
annual membership fees. The region of the country where the annual
convention is held is relied upon to supply at least one-half the mem-
berships. If the Northwest falls below five thousand, the general
officers will be disappointed in us and our reputation will be damaged.
The brunt of the burden rests upon Oregon, which receives the chief
honor. IdahO; Washington and California are cooperating but they
naturally expect us to take the lead. Early action on our part in the
way of reporting memberships is highly desirable. We must not dis-
appoint our friends by failing to rise to the occasion. Bead the article

on the N. E. A. in this issue of the Oregon Teachers Monthly. — ^R.

• • •

State Superintendent Churchill's plan of teaching morals in the
schools is meeting with criticism both favorable and unfavorable. A
recent announcement of the ten foremost virtues, as determined by a
vote of teachers, calls forth the ridicule of the editor of the Statesman
in the following words: **This sissy list will make mollycoddles, but
it will not produce men and women fit to live and work in a real
world. Hang up this roll of pretty, conventional virtues beside the
womanish face of the paper-doll Sir Galahad and the future of the
school-room is assured.'* The list thus characterized is composed of
honesty, truthfulness, cleanliness, obedience, respect, courtesy, pat-
riotism, kindness, industry, punctuality. The editor does not supply a
list of virile virtues which he would substitute, although he concedes
that kindness, industry and patriotism in the order named represent
moral qualities. One wonders why love of country should be placed
last in these critical days in our national affairs. It may be a question
whether the ** school-ma 'am" list, as contemptuously charactrized by
the editor, is inclusive of all the desirable virtues, but there should be
no question as to the desirability of those included. Has the editor
never heard of Honest Abe or Truthful George? Is the philosophy of
Poor Richard good only for weaklings and milk-sops? Is there not a
hygienic as well as a moral value in cleanliness? Is there no need of
respect for and obedience to the law of the land to say nothing of
filial duty, the lack of which is so much deplored? The implied sug-
gestion that the State Superintendent seek opinions also from people in
other occupations is good. It is to be expected that some editors will
object to giving first place to honesty and truthfulness, but we believe
they will be included in most lists of ten virtues in a referendum vote
of the members of any reputable calling, including editors. It is
probably indelicate for a teachers' magazine to resent unduly the ref-
erences to the narrow-minded, bigoted, petty tyrants in the school-
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OBlCGOir TgACHBRS MOlfTHI^Y 468

room who have suggested this ^^ sissy list,'' but We beg to assure the
gentleman that we are tolerant and broad-minded enough to eharge
up his peevish diatribe to a case of indigestion. It is altogether prob-
able that the general public prefers teachers to editors as moral

instructors of the youth. — ^E.

• • •

The last session of the legislature, memorable in many respects,
will long be referred to because of the laws it enacted on educational
matters, and these references will in most cases be favorable ones. In
this connection it is fitting that the teachers of Oregon express their
appreciation of the work of their educational leader, State Superin-
tendent of Public Instruction J. A. Churchill. The laws especially
fostered by the State Department, viz: the Eight Months Minimum
School term, the Additional Professional training for teachers, the
Restrictions on Breaking Contracts, and others are of such a aature
as to bring Oregon much favorable notice for its educational progres-
siveness. Throughout the entire session, Superintendent Churchill
stood courageously, sometimes in the face of adverse criticism, for
what he believed to be for the best interest of the schools of the state,
and this best interest was well served by his long experience and clear
insight into Oregon's needs and future developments. The teachers
of Oregon, who realize that professional standards have been raised
and that the boys and girls of the rural communities have been given
a more equal opportunity, congratulate the Twenty-Ninth Legislative
Assembly, Superintendent Churchill and his able assistants E. F.

Carleton and P. K. Welles for their good work of 1917.— B.

• • •

Point five of our teachers' Code of Professional Ethics reads as
follows: **To withdraw immediately all applications when a contract
has been signed, and to notify immediately all persons who may be
actually assisting in securing a position. ' ' This is one of the points in
the code which has its foundation principle in the idea of **fair play."
Some teachers apply for three or four positions and then try to delay
arsweriijg notifications of election or signing of proffered contracts
until they hear from the other places. This delay is unbusinesslike
and unprofessional besides being grossly unfair to other teachers. To
thus ** dog-in-the-manger" several positions will undoubtedly cause
ether applicants to take other and less desirable places, only to have
these places of their first choice thrown open later in the season and
filled by teachers unable to secure positions before that time. Is this
practice not just as unfair from the point of view of the school board?
Oftentimes their meetings are separated by weeks so that this delay
sometimes becomes a space of two or three months which makes a
difference in the number and quality of teachers available. Notifica-
tion of those persons assisting in securing any positions, which is the
second part of this point of the code, is the only courteous thing to
do. It also bears directly upon the above mentioned bad results since

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464 ORBGON TBACHBRS MONTHLY

failure to do so prevents them from placing other teachers in positions
where they are uselessly trying to place a teacher who is already
elected to another position. The spirit of giving a *' square deal," not
to mention the Golden Rule, will tend to rapidly eliminate this unpro-
fessional practice. — E.

• • •

What promises to be a far reaching educational inovation was
successfully carried out by M. S. Pittman, head of the Rural School
Department of the Oregon Normal School, in what is now known as
*^ Rural School Week,'' February 19 to 24. During that week 150
students Avho are taking work in the Rural Department visited seventy-
five rural schools of Marion, Benton, Polk and Washington counties.
The plan was to have two students go to each of these schools and
live in the community for the week. The first day was to be spent in
observation, after which they were to be allowed to do as much teach-
ing or assist in as many ways as the teacher thought profitable. After
the week of observation and practice the students and teachers held
community rallies in each county where round table discussions over
the week's work were conducted by the county superintendents, in
the morning, and special programs by the Normal students and a
member of the Normal School faculty were given in the afternoon.
Another practical feature of the week was the opportunity for the
students in the class in Rural Supervision to make the actual rounds
of visits with the superintendents and supervisors. The week was
made possible and much of its success was due to the enthusiasm and
cooperation of County Superintendents Smith, Cannon, Crowley,
Barnes and Duncan and the teachers in their counties. The rural
schools of Oregon have long been the practice schools for teachers
whose sole interest in them was a step ladder over the fence of re-
quired experience into the city schools. This condition has made the
majority (used advisedly) of rural school teachers an ever-changing
unsympathetic and in a few cases unscrupulous body, which has kept
salaries low, interfered with progress by lack of community interest
and effort, and educated the boys and girls away from the country.
In spite of these conditions the people in many of the rural districts
in Oregon are among our most progressive citizens and they are
demanding the same standards in the management of their schools,
which they insist on in all their other interests. This demand will in
a short time change the economic and professional status of the rural
school teacher, and '* Rural School Week" is a move by the Oregon
Normal School toward meeting that demand and an evidence of its
avowed interest in rural schools. The net result of the week were:
(1) It enabled the class to accumulate a wealth of concrete informa-
tion about rural schools and conditions; (2) It gave the opportunity
to test their theories and methods by actual conditions; (3) It proved
the point that preparation for rural school work must be done in rural

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OREGON TEAOHBRS MONTHLY 465

schools; (4) It furthered the realization in these rural communities
that the work of a normal school hears directly upon their problems
and is not merely a training school for city teachers. — ^E.

Educational Movies

By W. H. HUBLEY, Vernonia, Oregon

This article is a description of the moving picture apparatus now in use
in the Upper Nehalem valley, including a few remarks on the methods used
to introduce this phase of education into a remote mountain community. In
presenting this article the writer hopes that it may be of assistance to those
who are endeavoring to operate motion picture outfits where the commercial
electric current is not available, or are interested in portable outfits.

The teachers of Nehalem valley were first to realize the possibilities of
motion pictures in their community, and through their efforts and the
encouragement of a large number of residents of the community, the project
was begun. A portable outfit, flexible enough to permit use under varying
conditions provided with as good light as Is used in thc»atres was considered
essential. Such an outfit has been developed and in successful operation the
past two years.

A Baby Grand Chevrolet automobile supplies power to operate the
dynamo. A Ford has been used and operates the apparatus equally well and
has the advantage of being lighter. A small wooden frame made from fir
pieces 2 inches by 4 Inches rests on the ground. To this are secured, the
dynamo, a counter-shaft and two V supports. In these V supports rests the
rear axle of the automobile, the wheels being thereby raised from the ground.
Three-inch belts are run over each of the tires of the rear wheels to two 6-
inch steel pulleys placed at opposite ends of the counter-shaft which is 1 3-16
inches in diameter. Near the center of the counter shaft is fastened a 13 -inch
wooden pulley from which a 4-inch belt runs to a 5-inch steel pulley on the
dynamo. All pulleys have 4-inch crowned faces and 4-ply rubber belts are
used throughout. The counter-shaft turns in two dolly boxes mounted at
one end of the wooden frame. The V supports are fastened at the
other end and hold the rear axle high enough to prevent placing the dynamo
under the axle. This gives as long belt as possible from counter shaft to
dynamo, which Is essential when driving from a large to a small pulley.

As the dynamo makes 1800 revolutions per minute the counter shaft
runs at 692 revolutions per minute, and the rear wheels of the auto, being
32 inches in diameter, make 130 revolutions per minute. Hence the engine
will be running at the same speed necessary to make 12^/^ miles per hour on
the road.

The dynamo, a Fairbanks-Morse 2 K. W. 67% Volt D. C. machine, is
compound wound. It delivers about 30 amperes, but will carry 25 per cent
overload without overheating, A field-rheostat, adjustable series resistance,
voltmeter and ammeter complete the electrical equipment. These are all
controlled by the operator handling the projecting machine.

A second attendant cares for the power plant while in operation. It is
necessary to sprinkle the radiator with water occasionally. The evaporation
cools the water in the tank and keeps the engine cool. With a water circu-
lator sprinkling is unnecessary. After the arc is lighted the gas throttle is set
so that the dynamo operates at proper speed under full load. The current is
then about 30-35 amperes with 48 volts pressure across the arc, with enough
resistance in series so that when it is removed the current increases to 35-40
amperes. This increase in load causes the engine to slow down a little
which automatically decreases the voltage. The dynamo then operates at
about 50 volts and allowing 2 volts for line drop there is still a pressure of 48
Tolts across the arc. No governor is needed on the engine as the load varies
but slightly. The wooden frame, with dynamo and shafting attached can be

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466 ORBGOW TBACHBRg MOWTHLY

hung on two iron suppors on the rear of the auto and transported from one
place to another. As the aupports are fastened to the underneath side of the
auto, it is not necessary to deface the body of the car.

No. 8 D. R. C. flexible copper cable is used to carry the main current
while No. 12 D. R. G. flexible cable carries current from the field rheostat to
the shunt field winding of the dynamo. Metal hinge-joint belt lace, secured
by means of rivets has been found most satisfactory for use on the short belts
and small pulleys at high speeds. No trouble has ever been experienced with
belts coming off tires. They work equally well over plain or nobby tread
tires.

The projecting apparatus is an Edison exhibition model machine. It
throws a steady picture, is substantially made light in weight, simple in
construction and operation and has the advantage of being quite compact,
making it a practical portable machine.- A Gundlach lens, which is standard
among theatres, is used. Its equivalent focus is 3 ^ inches. This allows the
projecting of regular size pictures at short throws, as found in the average
school room. A stereopticon attachment is also provided for showing lantern
slides.

The rewind is a simple apparatus and is fastened to a table or shelf by
means of a thumbscrew, making it readily detachable for moving, during
which process the generating plant is fastened to the rear of the auto, as
previously mentioned, while the projecting apparatus is placed in the rear
compartment, leaving the front seat for two operators.

The pictures are shown on a white cloth screen made from ordinary
sheeting. The whole outfit works O. K., the pictures being equal in every
way to those shown in theatres about the country. As it is necessary that
the entertainments pay their own expenses, it is necessary to charge a small
admission fee. This pays operating costs, such as film rental, express, cost
of carbons and running auto. During the two years the outfit has been in
use it has paid all expenses, but no charge has been made by the operators.

The Nehalem people demand high-class pictures. Bluebirds are the only
dramas in demand. "Gloriana" and "End of the Rainbow" are of the type
mostly desired. The educational side of the program is made up of the
''Animated Weekly," travelogues and industrial subjects. The two last-
named are frequently obtained from the University of Oregon. Too many of
these are so badly worn as to make them useless. The weakest part of their
service at present is the lack of suitable dramas and comedies. On lists
published, no titles of such pictures are to be found. A program consisting
entirely of educational pictures of the travelogue and industrial types is as
badly crippled as a program containing neither of these. The educational
value of the drama is recognized in other forms, so why not recognize it in
the movies and develop it? A clean comedy to loosen the tenseness caused
by dramatic action is then all that is required to balance the program.

If the University would supply complete balanced programs on the
same basis as the present supply of films is sent out, the most remote com-
munity could be included in the shipping circuit and the poorest school dis-
trict would be well able to enjoy the benefits of the service. Many very
valuable lessons could thus be brought to farmers in districts where lecturers
from the Agricultural College are practically unknown.

It is essential to the success of the educational movies, directed by
educational institutions, that no admission be charged. It is a fact that here
in the Nehalem valley many people are denied the education and entertain-
ment they might otherwise profitably enjoy merely because they haven't the
money, though it is but a small amount.

In closing, the writer wishes to state that he feels a more than pecuniary
interest in the development of the educational movies among our schools and
will gladly give any further information concerning his own experience to
interested parties.

If you see an editor who pleases everybody, there will be a glass over
his face and he will not be standing up. — ^Exchange.

Play is God's method of teaching children how to work. — Francis W.
Parker. . ^ .

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Beauty in Nature

By ALBEBTA M. OBEBNE, Oregon Normal School

Spring is the season in which nature revives itself with new energy and
new coloring, and because of the surroundings it is the best time to teach
the appreciation of the beauties in nature. Very few of us fully appreciate
the things we see about us, and very few of us make any effort to develop
ourselves in this appreciation. Therefore, I think that it is a timely subject
to call your attention to.

Edward Howard Griggs in one of his books has said that four things are
really necessary to make a happy life: Love, the love of our friends, the love
of family, the love of our work; wisdom, the wisdom that comes from training
and experience; faith, the faith in our fellow-beings, faith that good will
dominate, faith in ourselves; and, lastly, the appreciation of beauty.

If, then, it is one of the necessary things in life we each need to make
an effort to appreciate more. It is a great thing to paint a picture — ^it also
is great to be able to appreciate what others have painted. One need not be a
sculptor to appreciate sculpture, or a composer to enjoy music. Neither is it
necessary to be a literary critic to understand literature. Then why must
we feel that we must be artists to appreciate beauty?

Oregon abounds with the wonders of nature, so let us awaken ourselves
and see them. If you live near a snow-<:apped mountain have you watched it
when dressed in its rosy garb, when it threw a cold blue veil across its face?
Have you noticed that at times it seems to be crushing down upon you with
its gigantic force, and at other times towers high above you, majestic in its
beauty? The mountains are wonders of beauty, ever-changing, yet changeless.

If you live near a group of fir trees watch for the difference in shadows,
of moonlight and sunlight; walk in the grove on a misty morning when it is
all but hidden from your view. Learn to see the distant hills in their chang-
ing colors from black to indigo, and from indigo to violet. Then the flowers
offer an abundance of beauty in colors and in form. Do you know the blueness
of a field of camas or the rosy glow of a roadside banked with rose brier?

The birds are as varied and beautiful as the flowers. Watch for the
orange lining of a flicker's wing, or the curves and slants of a swallow's
flight. Even so common a thing as a spider's web filled with dew reminds us
of a diadem beset with jewels. So, then, let us make some effort to cultivate
our appreciation of the beautiful. A poem that has meant much to me in just
that appreciation of the beauty of the fields is this one of Elizabeth Barrett
Browning's:

The little cares that fretted me,

I lost them yesterday
Among the fields above the sea.

Among the winds at play.
Among the lowing of the herds,

The rustling of the trees.
Among the singing of the birds.

The humming of the bees;
The foolish fears of what might happen,

I cast them all away
Among the clover-scented grass.

Among the new-mown hay.
Among the hushing of the corn

Where drowsy poppies nod,
Where ill thoughts die and good are bom.

Out in the fields with God.

We need not feel that the sights with which we are most familiar are
not beautiful. Usually it is because we have not seen the beauty. If one
will give the attention to it he will find that it is the recurrence of familiar
things that grow most upon us. Watch the same tree that you pass each

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468 OREGON TBACHBRS MONTHLY

morning, see it in its lights or shadows, notice the same hills and broad
fields each day and see the varied beauties that they offer.

The story is told of Erasmus, a friend of Martin Luther's, that as he
traveled across the Alps into Italy he saw none of the beauties of the Alps,
for in writing home to a friend of his trip he mentioned only the dirty lodging
that he found, the smoky stoves and the sour wine. Yet many of us would
pay a big price and travel far to see the Alps. The story only goes to prove
that the sun shines only to the eye that can see it.

So at this season when we have found the many beauties for ourseives
let us help the children in our charge to see them. The following is an
outline of suggested lessons for the months of April and May. If these
lessons are systematically taught and thoughtfully carried out I am sure that
the children and the teacher alike will enjoy the beauties of nature more.

The first week would necessarily be given over to the special subject of
Easter cards for primary grades and intermediate grades, made of white paper
and simply decorated with water colors or crayons. Use for the motif in this
decoration the symbols of the Easter season, such as chickens, ducks, lilies,
any early flower, pussy-willows, birds, rabbits and eggs. Suitable envelopes
may be made to fit the cards so that they may be used for mailing purposes.
Place cards should be made by the intermediate and upper grade children,
using practically the same suggestions for decoration as we did for cards,
paying particular attention to the space that should be left for the name.
These may be made with folded paper so that they will stand, or with an
extra base that is pasted on the back of the card, or may be made more
decorative by having the upper portion of the card cut out around the design.

The Easter poster is an excellent medium through which the Easter
thought may be brought out. Individual posters may be made where each
child works out the entire picture for himself, or if you have not tried the
community poster, to which each child in the room contributes something,
try it this Easter. For instance, the first grade might cut from paper, egg
shapes, and color them in delicate colors with water colors or very softly with
crayons. The teacher will make the nest to be fastened on the side of the
blackboard of yarn or raffia, or it may be drawn on a piece of bristol board
with the back half of the ellipse of the nest cut so that the eggs may be
slipped in and pasted. A rabbit or hen may be cut or drawn by the teacher
to add to the interest of the nest, or if one doesn't feel that she has ihc
ability to do this let the children cut out flowers such as tulips, tall grass
leaves and paste them around the nest.

The children are intensely interested in anything that requires com-
munity spirit, and this gives the child who has the least ability or does the
poorest work in the class an equal opportunity with any of his classmates.

A suitable poster for second grade children would be the hen, a chicken
coop and chickens. These parts may be cut from paper, colored and mounted
upon a piece of bristol board or may be pinned or pasted upon the blackboard.
If you have some one or two children in the room who do especially good
cutting let one of these cut the mother hen, another cut the coop, another
may cut the dish in which the feed is placed, the other children each cutting
a chick. Pains should be taken in the mounting of these posters, showing
some little background such as a distant tree or a fence, or a portion of a
house or a bam. This can best be done with crayon or charcoal. The proper
perspective should be kept in mind, the small chicks put in the distance.

A suitable poster for third grade may be worked out in this way: Some-
one cuts and colors the flower pot, another cuts the green stem and leaves of
the Easter lily, all the others cutting from white paper the flowers, some in
front view, some side view, some buds. These flowers may be cut from tlie
common white drawing paper or they may be made from white tissue pap^r
or even crepe paper. If the pot, stem and le?,ves are colored on both sides
and you have a suitable window these parts may be pasted against the
window pane and will look much like living flowers from indoors and out. If
this is not practical it can be pasted against a background of soft tan or
gray-blue or even fastened against the blackboard.

Another pleasing poster for fourth and fifth grades would be a window
display of Easter hats. This is the most effective when pasted against tlie
window pane, but also may be mounted on bristol board where a few black
lines have been used to represent the show window. Hats of all kinds may

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ORBGOW TKAOHBRS MONTHI.Y 469

be cut by the children and colored. They will be interested in watching the
store windows down town and the styles of hats that they see on the street,
coming in to cut and color what they have seen. Special attention should be
iriyen in this problem to training the tastes of the children. This poster
lends an excellent opportunity to teach good color combinations.

The upper grade children would probably not be interested in community
or individual posters. They might care more to make an Easter booklet in
w^ich some suitable poem is written, or possibly they would enjoy lettering
a text, coloring it carefully and decorating it with some simple design.

Other things that are specially interesting to lower grades in the Easter
season are the many amusing objects that may be made from the egg
shapes. Let each child bring a shell from which the egg has been blown and
help him to make a tumbling doll. Place the egg large end down and put a
few pebbles or a few grains of shot — anything that will add weight — in the
egg, letting run over that a few drops of melted wax from a candle. The egg
will stand. Then the front of the egg may be decorated to represent a face,
a boy's face, a lady's face, the face of a Chinaman, etc., with suitable coloring
and hats. The hats may be made of thin paper, and even colored paper, and
pasted over the opening at the top. The face is easiest made by merely
drawing black lines for eyebrows, spots for the eyes, two tiny dots for the
nose and an irregular line curved down or up for the mouth. The orange
color used thinly may be applied for the cheeks. If desired brown, yellow or
black may be painted on the egg in a very effective way to represent hair, for
the Chinaman's face use some black yarn pasting it at the top of the egg,
enough to cover the end of the egg all the way around, then braiding it into
a cue.

The second week of April you can study birds — the robin, the meadow
lark, the bluebird — any bird that is familiar to your children. The lower
grades cut bird forms, then color them. The upper grades draw with pencil
for form, then draw with crayons and color. Three lessons may follow where
you use the paints. The best models possible for this kind of lessons are the
colored pictures of birds. The coming of birds may be illustrated by a little
picture that shows only sky, tops of trees, tops of telephone poles and tele-
phone wires, flocks of birds shown in the air or alighted on the wires.
Another picture might be made of a bird house cut from paper and placed
upon the branch of a tree or upon a pole, with possibly three birds cut out,
colored and mounted around the bird-house. This is a good season of the
year also to study chickens, ducks, any of the familiar barnyard fowls.

The little people may make a frog pond. Paste some blue tissue paper
across the lower part of the window pane, cutting and coloring some dark
green rushes, pasting these in front of the tissue paper. Let the children cut
frogs and color them. These may be mounted in suitable positions around
the pond. Ducks may be cut and put in the pond.

Another window poster that the smaller children enjoy is the fish bowl.
Cut from two pieces of paper the shape of the fish bowl, paste over each,
one thickness of very transparent white tissue paper. Cut two or three
fishes the size of gold fish, color these on both sides, paste them using very
little paste against one of the pieces of tissue paper. A tiny little castle,
shells or pebbles and a spray of greenplant — anything suitable for a fish
bowl — may be cut and colored in like manner, pasted on the piece of paper
with the fish and then the two pieces of the bowl put together. The little
poster needs to be pasted in the window to be most effective.

Upper grade children throughout the spring months should give special
attention to design. In the teaching of design we should attempt to develop
in the child a fine distinction of color, a feeling for pleasing space relations
and harmonious forms. To do this design can best be taught by paper
cutting. From a folded piece of paper, cutting always from the folded side,
one may cut a leaf form, a tree form or other simple familiar forms. When
this is unfolded both halves of your space are alike. This can be used then
as a unit in a border design, placing the paper on a background of some
neutral color, as gray or brown, tracing around the pattern and using as many
repetitions as your space requires. When you wish to color this use a flat
tone of duU green, brown, gray, yellow, any of the neutralized colors. This
border may be used as a decorative front for a booklet cover for language
or history, a cover in fact for any purpose that you may care tp use ft for.

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470 OREGOW THAOHgRg nonTULY

There should always be a definite purpose in teaching design.' Designs may
be made that you can apply to book covers, color decorations for writing
pads, designs that will fit the side of a cardboard waste-paper basket. Border
designs in cross-stitch for the girls to use in their sewing classes, simple
geometric figures designed by the boys to use in their sloyd work, or where
you have neither sewing or manual training taught, the upper grade children
should be doing some construction work. Candle shades are easily made and
need simple thoughtful designs. The most practical material to use in the
schoolroom for candle shades is the regular construction paper, cutting oat
your design and lining the shade with the Dennison crepe paper of a suitable
color. Construction paper also makes practical corners for writing pads.

Throughout the third week in April or at any time when the flowers
may be'had study the spring flowers. First, second and third grade children
— any class in fact that does not see form readily — should cut the form of the
flower before they attempt to color it. Pretty window decorations may be
made from the daffodil, cutting, coloring on both sides and pasted across the
window or mounted on long, slender panels and used above the blackboard.
A very effective border of daffodils may be made in this manner: Cut th3
saucer part of the flower showing the six points from a square of paper
folded, color this yellow on both sides, or better still colored yellow paper
may be used, then using some thin paper and coloring it or using yellow
paper make the trumpet part of the flower. Paste this into the saucer,
cutting and coloring stem and leaves, mounting all on a brown or gray
background, each child making his flower and mounting it on a separate
piece of background. If all the background papers are the same size they
will make a pleasing border when hung above the background. Tulips,
hyacinths or any of the spring flowers may be worked out in like manner.
When using the early flowers for drawing models do not forget the use of
the common blackboard chalk on gray or colored paper. This may be com-
bined with crayon or with water colors. Sometime during the spring make
careful study of buds, pussy-willows, and young leaves. Especially should this
done in the upper grades where pencil is used.

As the May basket is an incentive to the more careful and painstaking
effort along construction lines it is well to give the last week in April over to
the making of May baskets. The first grade children may save some of his
woven mats from the early spring to be fastened in cornacopia style with a
handle attached to be used as a basket. Baskets may be constructed from th<»
square or from the large circle. There are numerous styles of baskets that
can be made from common drawing paper. They may be made a little more
effective if the paper is first stained a soft green or brown or a very soft dull
yellow, the color used so thinly that you really have straw color. But the
natural color of the paper will be much better than to let the children daub on
brilliant spots of yellow and blue and red. This same delicate coloring can
be done with crayons as well as with water colors. The construction paper,
of course, may be used in the same way if one has this material. The inter-
mediate grades may make baskets from the paper or they may take small
boxes, covering them with softly colored tissue paper or making a cover of
the common drawing paper decorated with an all-over design, or this
coloring may be put upon the box itself. If one cares to trouble with Japalac
or even common carriage paint of soft neutral colors, children can make
beautiful boxes by using the common cracker box, or candy boxes. Care must
be taken if you wish to use this that you have good colors.

The upper grade children may not care to make May baskets. They
possibly would like to make cards better. These cards may be decorated with
flowers, pussy-willows or tiny landscapes. Some suitable greeting should
be printed upon the card. Here is a chance for excellent application of design
they have made previously, also the knowledge they have gained from the
painting of spring flowers.

May offers a little different subject matter for our consideration.
Flowers should be carefully studied both for form and color. Trees should
have some attention, especially the trees with which the children are most
famillaT. They may be worked out with scissors or pencil for form from
gray paper and then the coloring done with crayons or water colors. If the
trees have been carefully studied they should be used in their natural position
in landscapes, making your landscapes like the country the chltdren know.

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OBlCGOir TKACHBRg M01CTHI.Y 471

If you live where mountains can be seen have mountains in your landscapes.
If you live near the ocean make pictures of the ocean. The spring colors
should be brought out in the foliage and the grass. The landscape needs to
be studied first in crayons and then in water colors.

The upper grade children may make more designs, using for their motifs
birds, buds, butterflies, bugs; familiar animal forms squared and used for
borders. If you can have peg printing sets make a suitable all-oyer pattern
for a book cover or better still, if you can give as much time as is necessary
let the seventh and eighth grades make stenciling patterns. These can best
be made by folding the paper and cutting your pattern. If you do not care to
use oil paints or stenciling dye, excellent effects can be gotten by the use of
common wax brayons on cloth or paper.

Children from the fifth grade to the eighth should be taught to do good
lettering. Letters given in regular sequence are somewhat difficult, but if
given in groups of easier letters first, followed by the more difficult groups,
• children can be taught to do excellent lettering. For the first group take the
straight letters, I, L, % H, E, F. Practice all these, then study the oblique
line letters. A, V, W, M, N, K, X, Y, Z. Follow these with the half-curved
letters, P, R, B, D, U, and J, then last of all give the curved letters, O, Q, C,
G, and S. The simplest letter form is to place all letters within a block three
measures tall and two measures wide or in the proportion of three to two.

The spring of the year is the time to do appreciation work, especially
landscape pictures. Copies of Innes or Corot, or any of the better landscape
painters may be used.

The latter part of May you may wish to emphasize Memorial Day in
some way. If you are having programs let the children make a suitable
program cover, making the decoration simple enought to be well worked out
by your grade of children. The flag or the shield may be used, or the
laurel wreath cut and colored. Gray paper should be used for the front page
and margin of the program. Be careful not to over-decorate.

No one needs to feel that he cannot carry out much of this that is
suggested because of lack of material. If you have not the construction
paper or the water colors or any other material named here find something
else that will answer. Common oatmeal wall paper makes an excellent
background for mounts for children's pictures. The common drawing paper
will answer for any or all of these suggested lessons. If one cannot use
water colors the five-cent wax crayons will answer very well and a pair of
scissors can always be had.

Should it be impossible for you to have the flowers or the birds or other
named subjects needed at the time stated, use them some other time when
you can get the materials. The big thought behind all spring work is to make
a careful study of nature, and it can be done to good purpose even in the
schools where little material is furnished.

Qualifications for Teachers.

Do you possess sympathy, self-control and forbearance?
Do you have piety, courtesy, prudence and gentleness?
Do you practice frugality, punctuality, generosity, forgiveness and tol-
eration?

Are you a paragon of patience, patriotism, Justice, gratitude, liberality •
and uprightness?

Are you filled to the brim with enthusiasm, honor, truthfulness, faith,
hope, charity, honesty and courage?

Are you sure of your virtue, chastity, fidelity, self-government, devout-
edness, disinterestedness and sobriety?

Are you satisfied with your knowledge, principle, confidence, ideality,
morality, unselfishness, temperance, humility, probity, amiability and vener-
ation?

How about your Intelligence, preparation, scholarship, thriftiness,
economy, reverence, frankness, unostentatiousness, ministration, elaboration,
instruction, energy, heroism, nobility, trustworthiness, leadership and consci-
entiousness?— ^North Carolina Education. , ^^^i^

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The Mathematical Responsibility of the High School

By F. li. OBUnK, Reed CoUega

Very severe criticism has been and is being directed at the mathe-
matical courses of the high school. Commissioner Snedden of Massachusetta
asserts that the disciplinary value of mathematical studies is questioned by
most students of education, that their utility is greatly exaggerated, especially
as regards the needs of girls, and that the cultural aims of these studies are
not realized — that the majority of students gain neither in comprehension of
the world nor in appreciation of their social inheritance. Again Dr. Abraham
Flexner declares that what mathematics should be taught depends upon wnat
is needed, when it is needed and the form in which it is needed; and he
intimates that a proper balance of the curriculum would greatly reduce the^
prominence given to mathematics. Again the superintendent of schools in a*
large city seems to regard it as inadvisable for girls to study algebra at all.
Such illustrations can easily be multiplied. Even college teachers of mathe-
matics and other sciences add to the criticism by declaring that the students
get a sure grasp neither of the technique of algebra nor of the facts of
geometry; and various efficiency tests tend to substantiate this judgment

How shall we meet this storm of criticism? We might return it with
interest, and ask whether students actually get what they are supposed to
gain from other studies. Does the average student get from his four years of
English either the ability to write and speak effectively, or a wide familiarity
with and intelligent appreciation of the best literature? Does he get from
his study of a foreign language a real command of the language, comprehen-
sion of its choicest literature and knowledge of its relations to his mother
tongue? Does he get from history an all-embracing world-view and under-
standing of the origins of our present complex civilization? Does he even In
his scientific courses achieve as much as you teachers might desire? Possibly
we could answer the indictment of our mathematical teaching somewhat in
this vein; but we prefer not to do so. We prefer to face the issue on its own
merits. So much criticism means that something is wrong. We, more than
anyone else, are eager to find the trouble and put our house in order.

We face the question confident that the fault is not with the science of
mathematics itself. Why, mathematics is indispensable in the construction
of our houses, bridges, railroads, water-mains and sewers, in our electric
lighting, phones, maps, our very lot-lines, time-service, etc. — even in the
grinding of the lenses used in making and exhibiting our moving pictures!
Calculations of one sort or another, and the determination of geometric
spatial relations, are the most basic and the most common of all human
problems. Scientific men and women know that mathematics, while the ser-
vant of all other sciences, is itself a vast and wonderful science which has
opened to human thought other universes far transcending that of our
physical senses.

Prof. R. E. Moritz, in a recent address before the Mathematics and
Science Section of the Washington Educational Association, showed clearly
that "Mathematics provides the most effective training of (1) the power of
undivided attention and prolonged concentration of mind; (2) the power of
exact definition, of clear statement and of critical analysis; (3) the power of
deductive reasoning, of drawing logical conclusions from given premises. I
am aware that there are some who believe these powers to be developable
quite as well through any and all studies of any ultimate worth. But I
commend to all such persons a careful perusal of Dr. Moritz' address. Indeed,
it is my humble opinion that unprejudiced reflection will convince anyone of
the unrivalled adaptability of mathematical studies to the development of the
powers just mentioned.

Mathematical studies will develop a student's originality and his reas-
oning faculty, only if we make him think for himself. If we let his algebra
degenerate into rules and routine processes, and if we use the very pemicioiis
type of text in geometry, which has most of the proofs worked out for him, bo
that he merely runs over the reasoning of other people, how can we ezpeet
his reasoning power to be greatly enhanced? Geometry will helo. Wtn to

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ORBGON TEACHERS MONTHLY 473

appreciate the dependence of conclusion upon hypothesis only in case we
frequently direct his attention to this matter. It is surprising how many
"educated" people suppose that in geometry we have absolute proofs;
whereas, of course, not a single proposition is certainly knowLi lo be true. If
students really grasp the dependence of conclusion upon hypothesis, why do
they not see that all the proofs rest ultimately upon the original assumptions
— axioms and postulates? And what could be a more wholesome antidote for
dogmatism of all sorts than the realization that nowhere is there certain
knowledge — neither in philosophy nor in religion nor in science?

Mathematical studies will help a student to interpret the world about
him, whether material, spiritual or social, only if we show him how his
studies are connected with the world. He may say, "Yes, I have no doubt
that mathematics is very essential in daily life, in the providing of modern
conveniences, etc., but what has that to do with this factoring?" And of
course, as far as utility is concerned, a topic has none for those students who
will never actually use it — though the pointing out of its usefulness to
humanity as a whole may give it a legitimate interest for all. In this latter
direction of vitalizing the topics, great advances have been made in the texts
of recent years, and doubtless still further improvements are coming.

It seems to me that the worst faults of the present courses can be
remedied only by a very radical revision of the order of topics. To see this
clearly, picture to yourselves the great throng of students who enter the high
schools every year. Out of each one hundred, about sixty-three will reach the
second year, forty-four the third year, thirty the fourth year and ten will go
to college. The 90 per cent who do not enter college have no chance to
become familiar with analytic geometry and the calculus; analytic geometry
which has revolutionized modern scientific thought; and the calculus, that
marvelous tool without which we could not have the modern sciences of
astronomy and physics, nor physical chemistry with its applications to
biology and medicine, nor the theory of probability with its many uses in
biology and sociology. The 70 per cent who do not reach the fourth year,
see nothing of these subjects, nor even of trigonometry, whose applications
occur in nearly every line of human activity, nor of logarithms, the most
wonderful means ever devised for making numerical calculations. The 56
per cent who do not reach the third year see nothing of these subjects, nor
even any solid geometry, nor even progressions, with their manifold applica-
tions to the theory of investments, sinking funds, amortization of debts, etc.

The 37 per cent who do not reach the fc-econd year see nothing, of all
this, nor do they even get any plane geometry whatever; its logical aspects
and utility are alike lost to them. They get merely some elementary algebra
— rrather formal at that. In fact, in spite of all that we can do, much of the
algebra is bound to be rather abstract if presented at this time, since it finds
its applications only in connection with more advanced mathematical tools
such as in calculus.

The traditional courses seem to have been planned primarily for the
few who are going on. But unfortunately they are not well adapted even to
the needs of that group, since algebra learned in the first year of high school
to be used in the second year of college is generally forgotten in the mean-
time. Thus the courses do not discharge the obligation of the high school to
this group much better than they discharge the far larger obligation to the
larger number who do not go on to college. What ought to be done? Should
we, as Commissioner Sneddon recommends, establish separate courses for
those who are expecting to use mathematics as a tool, and for those who
would study it simply for cultural reasons? Not too early in the curriculum;
for students usually do not know until pretty late what their life work will
be; indeed, many are still undecided when about to graduate from college.
The introductory course at least can be so planned as to be of more value to
all students than any specialized course could be. May I suggest a tentative
plan for such a course ?

1. Practical Uses of Graphs. — Not plotting equations nor using the
idea of co-ordinates, but simply such a representation of varying quantities
as is used in business, in engineering, and in pure science. Given a table of
values, say the cost of oil tanks of various capacities, students can easily be
taught to lay out a horizontal scale of capacities, erect vertical lines whose
lengths shall represent the given costs, and draw a smooth f uri^^j^^rpugh

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474 ORiaGOW TBAOHlgRS MOWTHLY

their ends — also to use the resulting graph to read off intermediate values,
find rates of increases, etc. Well chosen examples will make students see
whj^t a remarkably useful "ready computer" a graph is. Incidentally they
will get the very fundamental idea of one quantity changing with another in
a definite way, i. e., the function idea.

2. Formulas. — From elementary arithmetic students are familiar with
various mensuration formulas (somehow expressed.) They can now be
shown the convenience of using letters and exponents to secure brevity.
( Only positive integral exponents, and no rules for their combination, as yet. )
Practice substituting values in formulas.

2. Simple Equations With Positive Roots. — Show how much easier
problems in arithmetic now become. Also give problems on solving simple
formulas for some unknown.

4. Simple Fractions and Parentheses. — Show the convenience of
combining coefficients of a common factor before multiplying, also of com-
bining fractions, etc. Check literal work constantly by numerical substi-
tutions.

5. Numerical Short-cuts. — ^Those most frequently useful, such as
squaring numbers, and multiplying numbers nearly equal, dividing by 25,
etc. Algebraic proofs of the methods.

6. Experimental Geometry. — Constructional work will familiarize
students with the use of the instruments, with the terms most commonly
used, and with the idea of a geometrical theorem. This work will also reveal
its own inadequacy; some students' figures will show that the medians of a
triangle are concurrent, some will not. The inconvenience of making many
constructions with figures of different shapes to see whether the same result
would always be obtained, and the uncertainty of the conclusion even then,
will make students welcome the suggestion of proving the statement once for
all by a brief argument.

7. Elementary rational geometry of lines and triangles, informal at
first, then giving more attention to the logical side, and finally pointing out
the element of uncertainty even here, viz., in the bare possibility that our
axioms are untrue.

8. Elementary Trigonometry, Introduced by Graphical Work. — ^Any
surveying problem can be solved roughly by drawing to some chosen scale
and measuring the required distance or angle. Similarly for problems in
statics, such as finding the forces acting along the members of a bridge or
framed structure. The ti'igonometry proper should be limited to the defini-
tion of sine and tangent (possibly adding the cosine and cotangent) and the
use of tables to solve triangles — a few oblique triangles by dissection. No
formulas should come in here.

9. Negative numbers, introduced in connection with temperatures below
zero, directed line segments, etc. Show the big gain in generality of opera-
tion. Negative roots of simple equations interpreted. Graphical solution of
higher equations. (Nothing is easier than to make a table showing the value
of the polynomial for different values of X, plot the graph, and see where the
polynomial becomes zero.)

10. Powers of Ten, Logarithms. — Laws of combining exponents; mean-
ing of negative exponents. Expressing numbers in the very brief and con-
venient. Expressing numbers completely as powers of 10: Any number
between 1 and 10 equals 10 to some fractional power, given by logarithmic
tables. Computing by combining such powers of 10. Show the wonderful
calculations which can be made in a jiffy. Calculations with scientific
formulas, compound interest, trigonometry, etc.

This course would give students in their first year those mathematical
tools which are most widely used in practical affairs, and a good idea of the
power and variety of mathematical methods. Also it would have close
connections with elementary arithmetic and would ensure to all high school
students some training in geometrical reasoning. The subject matter is no
more difficult than the more abstract topics commonly included in first-
year algebra. Indeed, though differing in important respects from the
excellent course worked out by Mr. E. R. Breslich, and others, at the Univer-

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OBIBOOBr TBAOHIBRS MOWTHliT 475

sity High School in Chicago, it is not so very different in general plan or
spirit; and the latter course has been taught successfully for years. The
course outlined above is not so very different from those given in various
European schools; so that this plan is not a wildly fanciful and untried
scheme. Indeed, I am much less interested in saying something novel than
in suggesting what seems to me the most valuable course, and in inviting you
to consider it seriously.

For the work of the second year, I would suggest a more advanced
combination course in algebra, geometry and trigonometry, but including
little if any trigonometric analysis. In the Junior year, there might be a term
of algebra and a term of geometry finishing the work usually given in those
subjects, Vith a good systematic review of each, designed to organize the
subject as a whole.

This plan of carrying algebra and geometry along side by side for three
years should not only permit better correlation of the two subjects but also
insure a better final grasp of each and the ability to use the technique of
algebra and the theorems of geometry at any later time. This plan again is
nothing novel; it is the regular thing in France, Germany and various other
countries noted for able mathematicians and scientists.

In the senior year there should be a combination course in the elements
of analytic geometry, calculus, trigonometry analysis and some topics of
higher algebra — not a formal abstract course, but one dealing with the
remarkable practical applications of these subjects. This would result in a
tremendous gain in the power of high school graduates to deal with scientific
problems either in business or early in their college course. To be sure this
course would require teachers who are fully prepared for their work. In
fact, that is the greatest single need of the average high school even now. We
oan not hope for the best results from courses in secondary mathematics until
school authorities awake to the need of teachers who have a broad grasp of
mathematics beyond that which they must teach.

Rural School Department

Edited by K&S. M. L. irrUEEBSOH, BaUm, OrtfM

THE OREGON NORMAL'S RURAL WEEK.

Over at the Normal School at Monmouth, Mr. Pittman, head of the
rural school department, has been trying for three years to train teachers
for rural school work. For three years he has talked to his classes and
urged them to read all books and magazines available, concerning rural
schools. The results were good, of course, but he felt that they might be
belter. Other sciences require laboratories, why should the science of educa-
tion be an exception? Mr. Pittman believed in a laboratory for rural teachers
and broached the subject to President Ackerraan. Together they persuaded
the rest of the faculty to fall into line and the Rural Week was planned for
February 18-24. The weather man did his part by sending the very worst
weather possible for the occasion in order that the student-teachers might
have a taste of the pleasure of wading through mud and snow in a Western
Oregon winter. Arrangements were made with the county superintendents
of Benton, Marion, Polk, and Washington counties and schools selected to
which students were to be sent. On Friday preceding Rural Week, Mr.
Pittman led his class out of chapel and sent them out to the rural com-
munities. On Monday after the week of visiting, the county superintendents
and rural supervisors returned, each with his consignment of teachers, each
group trying to outdo the others in enthusiasm. The scheme was hailed
everywhere with delight and was more successful than the most optimistic
dared hope.

We are planning to have a statement of the results as reported by Mr.
Pittman and his class in another number of the magazine, but with the

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47 « ORKGOW TBACHBRS MONTHIiY

thought that the letters, etc., sent to the resident teachers and those given the
students on their departure from the Normal would be of interest to all
rural teachers, we are giving them space in this issue. Perhaps some of the
questions will enable us to "see ourselves as others see us." Under date of
February 12, the following letter was sent to the resident teacher in each
district chosen for visitation:

"On behalf of the Oregon Normal I wish to thank you in advance for co-
operating with us to make our Rural School Week a success. We are pleased
that you are willing to take two or three of our young people into your school
and into your community for a week. They will arrive on Sunday, the 18th.
I trust someone can meet them at the station. They are coming to you to
study the rural school with a view to fitting themselves to teach in the
country. They most likely are entirely without experience and probably
will have never seen a rural school until they visit yours. They come,
therefore, as students, not as critics. They come anxious to learn and to do
all they can to help you. for, in doing so, they will help themselves. I trust
and know that you will give them a glad welcome, make them feel at home
in your school, on the play ground with the children, and in the community
with the people. They probably are from the town and know nothing of
the country — its life, its problems, its advantages and disadvantages. They
may not know a silo from a sausage mill, a Jersey cow from a Plymouth
Rock chicken; so, be patient with their ignorance, sympathetic with their
hopes, permit them to work all you can and all they will just so it does not
disturb your school work. Advise them as to how to get on with people and
assist them in any other way that you know will be of assistance to a poor
beginning rural teacher. Remember your own beginning and be kind.

"These students are very limited in means. Many of them in the class
are working their way through school by their own effort. Naturally, there-
fore, they want to live just as cheaply as possible during the week that they
are with you. Any kindness that may be shown them, therefore, that will
reduce their expense to a minimum will be greatly appreciated by me and
by them. With the hope that they each might be able to work some while
with you I have had them make a bit of preparation to teach certain phases
of the work. After the first day, if you think these young people are safe
and can be trusted to try their hand a bit, you might let them teach, increas-
ing the amount during the week as they show themselves able to measure up
to the responsibility. This will be lots of fun for you and very profitable to
them and I think even the children will enjoy it. They might also assist you
by writing your assignments on the board, cleaning the boards, putting on
the blackboard borders, assisting any slow child with his work, drilling pupils
on any work that requires drill, assisting with school housekeeping, teaching
games, etc.

"I trust that it will be possible to have a community meeting at your
school on Friday afternoon or night, the 23d, so that these young people may
know what a community is and so they may have the experience of meeting
the people. With this in mind. I have had them collect material suitable
for a Washington birthday program. They may be able to assist you with it.
On Saturday, the 24th, there will be a meeting of all of these student teachers
to which I trust you can go. Your county superintendent will conduct this
as he sees best. Some one from the Normal School faculty will participate
in the program of the day. — M. S. Pittman, Head of of Rural School Depart-
ment, Oregon Normal School."

Tho list of questions following were sent to the resident teachers as a
guide in reporting their visitors:

1. Did the student meet you with good spirit? Was it easy to get
acquainted? Did your friendship improve on acquaintance? If not, why not?

2. Did she get acquainted with the pupils easily? What ability did
she show in playing with them?

3. What teaching was done by her? With what success did she teach?
Did her work improve rapidly?

4. In her work where did she seem strongest? Where weakest? Did
she seem to be strong in subject matter? With what grade was she the most
successful?

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47T

6. Was she watchful and alert to be of aiMistance to you? Waa she
too anxious?

6. Did you see any signs of bad temper? Discourtesy? If so, explain.

7. Did the student show good ability to discipline a room? What in
your opinion was her strongest quality^ Weakest quality?

8. Did she meet any of the people of the community? If so, waa she
at ease? Did she make them feel at ease?

9. Did the student show ability to appraise people at their real worth
or did appearance go a long way? What do the people say of her where
she stayed?

10. What are some of the thingB the children hare said of Imo: sine*
she left?

11. Did the student seem prone to use slang? Were there any signs ok
affectation? What? Was the student on time for all duties?

12. Do you recommend this person as a rural school teacher? What
sort of place will she suit best?

The letter and questions printed below were given to each student on
leaving the Normal for the week in the rural community:

You are now starting on a week of observation in the rural schools
of Washington, Polk, Marion and Benton, counties. I trust that you are
going with Joyous hearts, willing hands, open eyes, and thoughtful minds to
see, to think, to help, to learn, to serve, to get, to give and that throughout
all the rest of your lives you may remember with pleasure and profit the
observations and experiences of this week. You are going as students, not
critics, as one who earnestly desires to leave all with whom you meet happy
and thankful that they met you. You carry with you the good wishes and
the good name of the Oregon Normal School. It will rejoice with you in all
that you accomplish, be proud of you for your fine effort and be measured
by what you say and do. That you may have some help in your observations
the following suggestions are given you. You will seek the information that
is herein asked for and will make a report in writing to the department when
you return. Be tactful, happy and earnest in securing and reporting your
findings.

1. What is the size in acres of the school district in which you are
visittng?

2. What is its valuation? What is the tax rate for school purposes
alone? What is the amount of school funds thus raised?

3. What is the length of the school term and what is the salary of
the teacher?

4. What is the entire school budget of the district and from wh|it
sources did it come and for what purpose is it being spent this year?

6. Name the occupations of the people of this district. Report fully
on the most Important one: (a) Of what does it consist? (b) How many
families of the district are engaged in it? (c) How many in other industries?
(d) What is the average gross annual product of the district measured
in value? (e) How is it marketed, by individuals or by an organization?
(f ) Where is it marketed and what Is the present price per unit? (g) Visit
the best example of this industry in the district so that you may tell of
this in detail.

6. In your Judgment are the people of this district engaged In the
best business for their territory?

7. To what extent do they use the Agricultural College? How many
people In the district have attended the Farmers* Week within the last
three years?

8. What county agencies are being used for the Improvement of rural
industries?

9. What nationalities are represented In the school district? Have they
united into Americans or are the racial tendencies still distinct? Do they
still have any social or religious organizations that are peculiar to their
former nationality? / ^^^i^

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478 OmCGOW TMAOHMR5 MOWTHliy

10. How many churches and of what faith are there in the district?
Are they thriving or decadent? Do they work harmonious!^ or is there de-
nominational discord? Is the church providing for social needs of the young
people? Is there a Sunday school in the district? If so, how well attended?

11. What organizations are there in the district that have for their
purpose the industrial improvement of the community?

12. What organizations are there for the entertainment and growth of
the women? For the young?

13. If the organizations are succeeding to whom does the commiuiity
give credit? If organizations have been organized and died, why did they die?

14. What is the character of entertainments most common? In your
opinion what does the community most need along social lines?

16. What is the size of the school ground?

16. Is the house properly located to give the maximum service? Beauty?
Protection of property?

17. Is the building properly lighted as to amount? Direction?

18. Is it properly heated? What system of heating is used? What did
it cost? Where was it purchased?

19. What provision is made for the water supply?

20. Where are the toilets located? Are they sanitary? How are they
kept so?

21. What other buildings are located on the grounds? If there 1^ a
play shed, how was it secured?

22. What has been done by the school board to make the interior of
the school room beautiful? By the teacher and the children? By parent-
teachers association?

23. What has been done by school board to make the school grounds
beautiful? By the children and the teacher? By the parent-teacher associ-
ation? What did you do to make the school more beautiful?

24. What system was used for getting children into school building and
into their seats? How were the seats arranged as to size and grade?

25. Name the type of morning exercises for the five mornings you were
present.

26. Copy the daily program in use in this school and place it as a
supplement to this report.

27. What three games did you teach the children during the week?

28. How are the little children kept employed? What assistance were
you able to render in t)iis particular?

29. To what extent are monitors used in the school?

30. Are there any retarded children in the school? What was responsible
for this retardation?

31. When are the small children excused for the day? Why at that hour?

32. What subject do the children of the school enjoy most? Why?

33. Make out the last monthly report of the teacher to the county
superintendent and attach it to this report as a supplement. Be sure that
you understand every detail of it.

34. What organizations are there in the school for the stimulation of
the children? Write a brief report of the best one and attach as a supplement

35. Is there a Parent-Teacher Association? What is it doing?

36. What organizations exist in the community as a result of the effort
of the school?

37. To what extent is the teacher entertained in the homes of the
community?

38. Does the school situation in this community favor consolidation of
schools? What is the sentiment on the subject among the patrons of the
community.

39. What is the attitude of the people toward the county unit of
school administration and supervision?

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ORJBGOy TMAOaBRS MOWTHliY 47f

40. To what extent is the school used as an industrial center? As a
social center?

41. What in your judgment are the five best points of the school? What
in your judgment does the school most need?

If the information., that is called for in the foregoing questions is care-
fully worked out by you by reference to your note book and your text, I think
you will find it exceedingly helpful to you. I believe you will find it a
piece of work of which you will always be proud. You may have some hard-
ships this week. If so, know that they are but samples of real life. Life all
depends upon how we take it. "Two men looked through prison bars, one
saw mud, the other saw stars." Who will see the mud this week? Who will
see the stars? Those who look for them. Let me remind you of three
things. (1) Take care of your health; it is your bank account. (2) Take
care of your reputation; it is your passport to good society and honorable
position. (3) Take care of the reputation of the Oregon Normal School; it
is your best professional friend. Good luck! God bless you! I am expecting
YOU to make good! — ^M. S. Pittman.

• • •

OTHER PHASKS OF MORAL EDUCATION.

The most important activity of the child is his play. Several theories,
with all of which the reader no doubt is familiar, have been advanced to
explain this fact. I shall not discuss all of these theories but rather lay
emphasis on but one, and that is, that the child's play is a preparation, a
rehearsal, for the later activities of his life. Different from most adults, he
gets the keenest pleasure ^ out of a vigorous activity of his muscular and
nervous systems. As his principal business at this period of his life is to grow
and growth can come only through vigorous activity, this is perfectly natural
and he should be given the opportunities for this activity. His second most
important business is to learn; this he does normally through imitation.
Therefore, it is entirely natural that he do those things which others about
him are doing, the activities or games which he sees others engaging in. In
these two facts are contained the principal reasons for the child's playful
life and the reason why we should study how to utilize his play.

God put in the child's nature the instinct to play that he might learn
the lessons of life, physical, moral, and intellectual. Schools do not make up
a part of nature's scheme for child training; on the contrary, play is nature's
school. Through the natural play activities, every moral virtue or fault can
be learned. Children in their play are enacting selfishness or unselfishness,
honesty or dishonesty, truth or falsehood, and every other in the category.
The play supervisor, the teacher, the parent, can direct play into channels
where the good alone is taught, but if the play be unguarded, no one knows
what will be played, what lessons will be learned.

Allow me to give an instance of a wise use of the instinct. I know a
mother who has two girls and a boy between the ages of ten and fourteen.
For the girls she has fitted up an extra room in her house, a play home. With
low partitions made of beaver board, she has divided this room into four
parts. One is the little girls' play kitchen, another their dining room,
another a bed room and fourth a sitting room. Each room is furnished with
miniature furniture. The kitchen contains a stove and kitchen utensils, the
dining room a dining table, buffet, etc., the bed room a doll's bed and the
sitting room the furniture belonging to the room. Here the little girls
bring their dolls and play home-making. Here they learn home-minded ness
and mother-mindedness; here they learn self sacrifice, consideration for
others, devotion to duty, love for children, and a deep appreciation of the
responsibilities of the Housewife and mother and all out of their play.

For the boy who is the oldest, she has fitted up in the basement a work-
shop with tools of all kinds and a small gymnasium with simple apparatus,
boxing gloves, a punching bag, etc. In the shop, the boy plays at working,
plays he is supporting himself and learns self reliance, initiative, responsibil-
ity and courage to face the obligations of life. In the plays in his gymnasium,
hi his boxing and contests of skill with other boys, he is learning quickness
of thought and judgment, fair play, consideration for others' rights, and the
necessity of clean living to build up his body and make it strong and hard.

4M OJUBQOW TK-ACimBS MOMTHLY

This instance is typical of a wise use of play. I could give many simli&r
uses being made of the Instinct in the school. The fact that I wish to
emphasize is that in the child's play there is far more of moral growth than in
any talks or stories which we may use in the school room. The parent who is
wise will go so far as he can afford it do as did the mother of whom I spoke
and provide for his children opportunities to rehearse at home life's actlTities.
Groups of parents, too, will, by collective action, provide play grounds near
their homes where their children may romp and play and strive against eacb
other in their game life and gain in such manner all the moral growth which
naturally arises from such activities. And in like manner, the teacher who is
wise will encourage parents to do this and will utilize and promote play st
the school.

By social life I have reference particularly to the association in parties
and in keeping company together of adolescent bos^s and girls. Before
adolescence, the sexes as a rule play apart, boys with boys and girls with
girls. With the passage of puberty, however, we find the boy seeking the
society of the girl and vice versa. This is as it should be and, properly
safe-guarded, such association may, probably will, result in great good to
both. Mary, though, in choosing her beau is in danger of finding the wrong
kind. Bear in mind that the girl matures earlier than the boy and, conse.
quently, when she reaches sixteen, probably the most critical year of the
boy-struck age, she is much more of a woman physically than John Is a man
at the same age. Hence, she is very likely to find her male company with
some young fellow who is from nineteen to twenty-one years of age. This
young fellow may be the blase, the sophisticated type, that is, he has seen
something of life, he has drunk a little, he smokes freely, and believes that
because of these experiences, he is very much of a man. He boasts a good
deal about what he has done in college, of his athletic career, of his social life,
and of what he is going to do when he gets out into the world. Mary is at
the age when the romantic appeals to her and she is naturally strongly
influenced by him. If the youth is clean minded and of high ideals, it is all
right; if, on the contrary, he believes it manly to tempt the girl, Mary had
better be in other company. The father who says to her, "Mary, you must
not go with this young fellow; I forbid it/' is making a grave mistake. Mary
has read of maidens who were shut up in dark dungeons to keep them from
marrying the objectionable knights, of young Lochinvars who came .in the
night and carried away the beautiful ladies, and the romance of a clandestine
love affair appeals to her. She pictures herself as the locked-up maiden and
her lover as the brave knight, and she will move heaven and earth to meet
the young fellow. If. however, the father appeals to her pride and shows her
that she can do better, that the young fellow because of his habits and life is
her inferior, he has reached her at her most sensitive point, her self respect,
and he will probably very soon find Mary searching for excuses to keep from
going out with the youth. Control of the adolescents' love affairs is not a
matter for authority but for psychology. Young people must have parties
and very probably will have love affairs. These are natural and normal needs,
both of which are matters for tactful advice and guidance rather than
absolute control. No wise parent forbids parties; he takes this normal
desire as he finds it and sees that such life is furnished in ample quantity,
no more, and in wholesome surroundings.

I shall not discuss in this article the moral value of the party but taking
it for granted that this value will not be doubted, ask in conclusion a
question. Ought not the school and the home to take steps to furnish social
life in correct environment, in places under the control of the home? We
too much allow these things to go unguarded and this is just as much true in
the country as it is in the town. Let us consider these matters carefully and
by proper utilization of the Instincts which manifest themselves in the desire
to play or to seek social life, take one of the greatest of steps in moral
education. — ^^A. C. Strange, Superintendent of Baker Schools.

• • •

SPEIlilNG.

In the early days of modern elementary education, the three **R'8" —
reading, 'rltlng, and 'rithmetic — were considered the only fundamentals of an
education. Spelling was merely an adjunct to each of these until after the

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ORBGOW TKACtOBBB MOWTHLY 481

art of printing was well developed and printed books began to appear. The
need of an accepted standard for the arrangement (spelling) of the letters
of each word soon became apparent. Out of this need grew our first so-called
readers which were nothing more nor less than spellers with a few pages of
real reading material in short sentences in the back part of the book. The
method at first was wholly synthetic — a vowel and consonant were combined
into syllables and the syllables into words. Then followed a time when such
great stress was laid upon the pronunciation of each syllable in the word as it
was spelled that it became an absurdity and in due course, syllabication was
almost wholly ignored. Syllabication has Its place in spelling as an aid to
correct pronunciation and in writing, that the word may be divided correctly
if it occurs at the end of a line.

In the days of our parents, spelling was considered quite an art and the
"spelling bee" that was held at the little district school house was the most
popular form of entertainment during the long winter evenings. But,
unfortunately, spelling began to lose much of its prestige when the wave of a
'•fuller curriculum" began to sweep over our educational world. It was
crowded on one side by science, jostled on the other by music, halted in
front by art, and pushed in the rear by industrial work. So is it any wonder
that the business world has complained of the ''poor speller" product our
schools have sent them?

Spelling was long considered a merely formal subject and until quite
recent years was so taught. In fact, one will find it thus taught even today
in many rural school where the teacher has not had the' advantage of some
instruction in present day methods. The mere pronunciation of the word and
naming the letters in their proper relation to each other and the whole is not
sufficient in this utilitarian age. We want no "lumber'' in our store-room —
the brain. Use is the keynote of the words we are learning to spell today.
And if the learner is to be able to use the word it must be related to his
experience, that is, there must be some word he already knows that he can
use to interpret the new — a synonym if you please. When the new word is
put before the child — in the lower grades it should be written on the board —
the first thing he wants to know is what it says, otherwise it remains an
unknown symbol to him. If it is an "ear" word, he can get the pronunciation
through his knowledge of phonics; but it should not be diacritically marked —
only the syllables and accent should be indicated; the former by underlining
and not by separation. (Nothing but the essentials should enter into the
child's mental image of the word.) If it is an unfamiliar sight word, the
teacher should pronounce it for the child. It must be borne in mind that
children know many, many words by sound that they do not know by sight —
written or printed. If the word is new to him, he naturally wants to knew
what it means and the meaning therefore is naturally the second step in the
process of learning the new word. Here the teacher's skill comes in in
calling up — suggesting the right thing in the child's experience that will help
him take possession of this new word and make it a part of his working
vocabulary. If the new word is so wholly outside of his experience th^at it
cannot be made understandable to him, what is the sense in teaching him to
memorize the form of it? We sinned grievously in this respect in the past.
How many learned to spell words, the meaning of which they had not the
faintest idea? "Lumber," nothing but "lumber"! When the child knows the
meaning of the word, he is ready to name and memorize the letters in it In
their proper sequence, i. e., spell it. After much study and experimentation
on this point, I am fully convinced there is no means so successful and at the
same time economical of energy as visualization. From the moment the
child's attention is first directed to the word written on the board, he is get-
ting a visual image of it. This image is of the word as a whole until his mind
is directed to the component parts by the teacher and he is asked to close his
eyes and spell it. Closing the eyes helps the child to concentrate his mind
on the mental picture of the word. If he can not "see" it he is asked to look
again at the word on the board spelling it to himself as he does so. Then he
tries to spell it with his eyes closed or writes it on the board or in the air. I
like this much oral spelling at this point as it helps the auditory child to link
the two. However, more children are visual-minded than auditjory and .the

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482 OBIBOOBr TBAOHHIB8 MOWTHLY

latter can be trained to acquire the ability to "see" mental Images to a
greater extent than one would suppose. And it is an acquisition decidedly
worth while. Tests have proven conclusively that the fluent readers and good
spellers are invariable visual minded.

The next step is to have the child use the wx)rd in an intelligent sen-
tence. I use the word '* intelligent" to mean that the context of the sentence
must reveal the meaning of the word.

Each word should be taken through these four steps. Then a few minutes
drill should follow to thoroughly fix the words in the pupils' memory. These
drills may take the form of games such as "I'm thinking of a word that

means ." The guesser says, "It is" and spells out the word he guesses.

Then the It says "Yes, it is " or "No, it is not ," pronouncing the

word the child spelled. Or, instead of giving the synonym, the It may say

"I'm thinking of a word that begins with ," naming the first letter of It.

The game proceeds as in the other. A visual dj*lU is to have words on
board — pupils elose eyes — teacher erases a word — pupil spells word erased
or writes it on board or paper, etc. Many similar devices will suggest them-
selves to the wide awake teacher.

After a little skill has been acquired, a teacher can teach a lesson of ten
words to a class successfully in a twenty-minute recitation. One requisite for
successful work in visualization is that the pupil must be responsive and
alert. If his interest is keen he gives attention instinctively and his mind is
in the most favorable state to get lasting impressions. .Games and devices
that have some play element thus appeal to the younger children through
interest to which they owe their effectiveness.

If the teacher can not give more than ten minutes to the spelling class,
then by all means let that time be given to the four steps outlined, after
which the pupils can do the drill-part as seat work either by writing sen-
tences using the word or writing the words with their ssmonyms. In this
study work train the children to take pride in being able to write the word
correctly after taking a careful look at it in the book. Do not permit mere
copy work. After pupils know how to use the dictionary intelligently, all but
the first step can be done by them at the study period. It is quite essential
that the correct pronunciation be given eo it is wise to have this much prep-
aration given under the direction of the teacher. Since spelling is used only
in writing, every lesson should properly end with a witten test; but, where
this is not possible, because of lack of time, there should be such a test at
least once a week over all the work covered in that time. — Lillian Dinius,
Critic Teacher, Oregon Normal School.

* * *

A DOZEN NUMBER GAMES.

After the combinations have been developed daily drills are necessary
to make them automatic. Games relieve the monotony of these drills. The
following are games used in the primary department:

1. Climbing Ladders or Stairs. — Draw a ladder or steps on the black-
board. Write combinations, without answers on each rung or each step.
Children take turns running up and down the ladder or stairs by giving the
answers to the combinations. A miss means a fall.

2. Picking Fruit. — Draw a tree on the board with fruit on it. Write
the combinations without answers, on the fruit. The game is to pick the
fruit by giving the answers to these combinations. The fruit may be put into
baskets drawn on the board and counted to show how many "apples" each
child picked or how many fell to the ground thus keeping the combinations
that require more drill.

3. Fishing. — Draw a fish on the board. Write combinations on the
fish. The game is to catch fish by giving the answers to these combinations
Draw a circle for the pail into which these fish are put. The child havine
the most fish has won the game.

4. Stepping Stones. — Draw stones on the board, write the combinations
on these stones. The game is to cross the river and keep the feet dry A
child that misses a combination has fallen into the water.

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OBaOOW T1BAC3HRRS MOBfTmUY ItT'

6. Race. — ^Write two rows of numbers on the board. Two cblldren-
write the answers. The one writing them first has won the race.

6. Relay Race. — ^Write two rows of numbers. Divide the class into twa^
teams. The leaders take the chalk and write one answer. Then they give
the chalk to the next child in line who writes one answer and gives the chalk
to the next in line who also writes an answer. The team which has all thd
answers written first has won.

7. The Ark. — Appoint a door keeper. One child leaves the class. The*
child raps and says, ''May I come into the Ark." The door keeper answers,
"Yes^if you know your name." Child asks, "What is my name?" Door
keeper answers, 5 plus 3, or any combination you are drilling on. Child >
answers, "My name is eight." Door keeper says, "Can you write your
name"? Child writes 6 plus 3 equals 8. Another child leaves the room and-
the game continues.

8. Number Class With Flash Cards. — Arrange the children in a line,
call one end head and the other foot. Hold up the card with a combination>
written on it. The child at the head gives the answer. If he misses, the nexfr
child in line gives the answer and goes up. The honor is to reach the head-
and stay there. Always put the poorest one at the head to give him a chance.

9. Mail Carrier. — Save old envelopes and write the combinations on
them. Appoint a mail carrier and several postmasters, station the post*
masters In different parts of the room, name the stations 7, 8, 9, 10. The
mail carrier delivers all the letters whose combinations make 7, to 7, all those
that make 8« to 8, etc.

10. Railroad. — Draw ties and an engine on the board. Write the com-
binations on the ties. Name one end of the track your nearest town. The
other end a city farther away. A child takes the pointer, gives the answers
and travels from one city to the other. If he goes rapidly he is fast train, if
slowly he is a freight. A talk on traveling is necessary before playing,
this game.

11. Stage Coach. — Number the children. Have the children sitting
opposite numbered so their sum will be some combination you are drilling
on. The leader tells a story using the answers to these combinations. When
he says seven, 3 and 4" change places or they are caught. The first one
caught becomes the leader and the game continues the story.

12. Baseball. — Have two rows of combinations written on the board.
(1) Divide the class intp two teams; (2) write the names of the teams on the
board, the leaders' names first; (3) appoint a score keeper; (4) children
alternate one from each side giving answers; (5) teacher time them with
her watch, a mistake adds one second to the score; (6) write the score after
each name on the board; (7) add the score. The team having the smaller
score has won. The leader of each team will coach the poor ones in his
team. — Elizabeth C. Riecker, Critic Teacher, Oregon Normal School.

4141 41

HOW TO TEACH BUDDING.

During the present month orchard men are turning their attention from
pruning to grafting and in some cases budding. It is therefore timely to teach
Chapter 4 of Burkett, Stevens and Hill. It is a simple matter to work out
lessons which demonstrate planting, pruning, grafting and budding. To
illustrate this I have had Miss Agnes Carter, one of the student teachers at
the Normal, prepare a type plan for presenting budding. With a few changes
this plan can be substituted for grafting. I may say that if rose bushes be
handy and the conditions favorable, nothing could be better than to bud the.
rose bush.

Lesson Plans on Budding.

1. What Is to Be Known: (a) Select a stock that is two or three years
old; (b) cut a T-shaped incision in the bark; (c) pull the bark back from the
wood; (d) select a strong bud from last year's growth; (e) make the cut for
the bud directly above the bud; (f) insert the bud in the T-shaped incision-
<g) tighten the bark over the bud; (h) take some raffia and twist it around
the bud and incision, very tightly; (i) raffia should be left until the
buds set.

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2. What Is Known: Pupils will probably not know anything about
making a bud.

3. What Is to Be Taught: (See a, b, c, d, e, f, g, h, 1.)

4. What Is to Be Done: (a) Have pupils reproduce the lesson assigned
from the text; (b) have the pupils do a piece of budding at their seats; (c)
budSp wood, knife, and raffia should be on the desk.

1. Model of Method. — Children read the method of budding in the text
or "Country Gentleman." The difficult words and expressions were cleared
up in the assignment, the day previous.

2. Imitation. — ^What Is our aim today, Alfred? (How to Bud.) You
may all tell me what we are going to learn. (How to bud.) You may tell us
liow to bud, Bemle. (Bemie reproduces as follows from he text: In order
to bud we will first select a stock that is two or three years old. Then you
cut a T-shaped incision in the bark. The bark should then be pulled back
and the bud put in the incision.)

3. Criticism. — Is the bud all finished now, Bernie, (Yes, I think so.)
Is there any danger that the bud will fall out? (Oh, yes, I forgot to say that
raffia should be twisted around the bud and incision.) Did Bernie leave
anjrthing out, John? (He didn't tighten the bark over the bud.) Can you
add anything, Alfred? (The bud should be cut directly above the bud.)

4. Drill. — ^You may give all the steps in their order, Alfred. I will
write them on the board as you give them: (a) Select a stock that is two or
three years old; (b) make a T-shaped incision in the stock, and pull the bark
back; (c) select a strong bud; (d) cut the bud directly above the bud; (e)
Insert the bud in the incision; (f) tighten the bark over the bud; (g) take
some raffia and twist it around the bud and incision.

1. Model. — ^Now, children, I am going to do a piece of budding accord-
ing to the points on the blackboard. You watch me closely so you will be
able to do it when I have finished. (The teacher need not do the whole piece,
before she asks the chil4ren to do it. She may only do a part of it and have
the children Imitate a small portion at a time. This will depend on the
ability of your class.)

2. Imitation. — Children, you may select your stock and do the budding
according to the points on the board.

3. Criticism. — (Teacher will move about freely, watching the pupila
and helping them as they work.)

4. Drill. — Tonight you may all make two buds at home and bring them
to school tomorrow. — ^L. P. Gilmore, Oregon Normal School.

* * *

PUBLIC SCHOOL COMPOSITIONS.

In the public school composition contest, the winners for March were
Dorothy Winters, Riverview, Lane county, and Teddy Ray Roberts, Reith,
Umatilla county.

Getting a Fortune.

The best way to make money is to keep right at a thing. If yon are not
malcing very much money and a man comes along and says that he made a
fortune there, do not run wherever it Is to make a fortune. You may lose the
little you have. Everybody will go and if everybody does one thing, all of
them will not make anything. Keep getting little by little. Always tend to
your own business. If you hear of some one who found a lump of gold by a
white house, don't go by every white house you see looking for gold. You
will not be apt to find it. It Just happens that some one has lost it there.
Clever stop your work to try to find gold. Keep at what you are doing and
you will win. — Dorothy Winters, age 10 years. . .

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Xhe Little Brook.

*'You happy, merrily skipping brook,"
Said the maiden and the cook,
"You Tipple, ripple all day through,
And at night when you should He to rest
You ripple, ripple to do your best.
I think I hear your little song
Rippling, rippling all day long.
You murmur, murmur all the day.
With the pebbles and sand you play."

— Teddy Ray Roberts, age 10 years.
m m m

ARBOR DAY IN OREGON.

After this year, Western Oregon will observe Arbor Day on the second
Friday in February and in the counties east of the Cascade mountains the
present date — second Friday in April — will be observed. In many places the
planting of trees is superfluous, there being already more than enough in
the school yard. In such a case the pupils may be taught to choose the best
and the undesirable ones may be taken out, thus giving the others a chance
to make the most of themselves. In other places the soil is such that many
trees will not thrive even if planted and cared for during the school term.
When the school has closed and the pupils can not conveniently care for
them, they dry up in the hot summer sun and wind, and the children come
back Id the fall, look sadly at their dead hope, and decide that plantipg trees
is a useless task. A county superintendent in Central Oregon suggests that
in such cases the pupils may well study trees and forests even if they can
not have them at the door just now. Perhaps in a few years the situation
will be different, and the little trees, chosen from a variety adapted to such
conditions, will be planted and cared for properly. The object is a worthy
one, se let us observe the day by honoring Nature in some manner wherever
we are.

* * *

ARBOR DAT AND ITS PURPOSES.

On the rolling prairies of the great middle west, where but a scant
natural tree growth meets the eye of the traveler, the idea of Arbor Day
originated. The people felt the need of the groves denied them by nature,
and they soon found that this need could be easily supplied.

True to the prevailing modem idea that new movements are most readily
received by the younger persons, and that the best way of reaching this class
is through the schools, one day each year was set apart for tree planting and
tree study, and appropriate exercises were arranged to interest the boys and
girls in this very Important work.

Perhaps the necessity for Interesting the older persons through the
children was not so great as was at first seemingly apparent, for any one who
Is familiar with the prairie states knows that tree planting about the homes
has far out-stripped tree planting on the school grounds, and that it would be
difficult to trace the beginning of any of the splendid groves that are so
common in the middle west to the influence of the schools; therefore one
might be excused for being somewhat skeptical as to whether the inaugura-
tion of Arbor Day has accomplished its original purpose, which was to interest
the people through the children in supplying the omissions of nature, and in
training a new generation of men and women who would relieve the barren-
ness of some other new country by dotting its surface with trees.

If Arbor Day hag not accomplished in full its original purpose, what then
has it accomplished? In the prairie states, the chief result has been to
interest the boys and girls in providing for the school grounds the shade
trees that are so necessary to the comfort of the pupils, and that add so much
to the beauty of the grounds; to train them to plant and cultivate flowers
and shrubbery of all kinds, and last but not least, to lead them to appreciate
beautiful surroundings. This training school will be reflected in their home
life, both during their youth, and In later life, and many a well arranged
ground may be traced to the training the boy or girl received during Arbor
Day exercises. . . .

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The point upon which we are somewhat skeptical is as to whether
we have reached the parents to any great extent through the children by the
Arbor Day idea, and as to whether the children themselves have been inter-
ested in an extended growing of trees, and indeed, as to whether they should
be. Our observation in the prairie states would lead us to know that the
people do not care to have the country forested, but prefer to have the
ground clear for farming operations; while their lack of tim))er is easily
supplied by substitutes that answer quite as well, both for fuel and for other
purposes; and in timbered countries, such as the Willamette valley, where
pupils often see their fathers endeavoring to rid themselves of the trees so
that they may grow necessary crops, they can not be expected to be interested
in the growing of trees, except those which bear fruit, or useful products of
some kind; therefore, we must conclude that the only utilitarian benefit we
have derived from the celebration of Arbor Day is the knowledge they nave
acquired of beautifying both school and home grounds, and we might add, the
desire to do so.

We believe, however, that the greatest result of the celebration of
Arbor Day is not utilitarian, in the commonly accepted use of the word, but
that the result that is of supreme importance is character building. If the
boy who is rough and rude by nature can be interested in growing and
observing a beautiful flower, his character will be modified, and he will
think oftener of better things. If he is careless in his habits, and cares little
for the arrangement and placing of his belongings in either home or school,
helping to plan a flower bed, or to arrange a bit of shrubbery will lead him
to see how much can be added to the appearance of anything by Just a little
care, and to love order and to dislike confusion. He will be a better farmer,
a better business man because of this, and what is of. extreme importance, he
will get a greater joy out of his life's work because he has learned to be
systematic and to love the beautiful.

A love for nature undoubtedly brings one nearer to nature's God, and the
boy or girl who is taught to love and care for flowers, and to beautify his or
her surroundings in every way possible, will grow to be a better man or
woman because of this training; therefore, while we should not forget in
arranging our Arbor Day programs that we wisH to train the boys and girls to
cultivate flowers and shrubs for the purpose of beautifying both the school
and home grounds, we must remember that the primary purpose is to
develop in them a love for the beautiful in character as well as in nature, to
the end that they may enjoy to the fullest extent the world in which God has
placed them, and do their share towards helping others to attain the same
results. — S. S. Duncan, Superintendent of Yamhill County.

« « «

ARBOR DAY IN DISTRICT TWENTY-NINE.

"The planting of trees should have a special significance to every child
in our beloved state. Let no school fail to observe Arbor Day in a proper
manner this year."

Thus ended the circular letter sent out by the superintendent of schools
to every teacher in his territory. The Slip-of-a-girl trying lo keep up the
dignity of the office of teacher in District Twenty-nine had just received the
communication, though it had been mailed from the office ten days pre-
viously. A passing neighbor had hailed the ''school ma'am" just as she was
mounting the stile at the entrance to the school grounds on this particular
April afternoon, and handed her a bundle of letters from the outside world.
Getting the mail once a week was a luxury in District Twenty-nine. but it
sometimes happened. This was one of the times when there had been no
letters for two weeks and the Slip-of-a-girl sat right down on top of the stile
to read her treasures. The sun had dropped behind the fir trees when she
replaced the Arbor Day circular in its envelope picked up her lunch basket
and continued her walk to the place she called home for the week.

"Arbor Day next Friday," she said to herself. "I wonder if the superin-
tendent really thinks another tree or two planted in this wilderness would
mean anything to my boys and girls. Trees to the right of them, trees to the
left of them, and brush in between. It would seem more like doing things if
we cut out some of this thicket and let the sunlight in. Why not? I'm going
to ask the trustee this very evening."

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The school house had stood for two generations In a tangle of sweet-
briar, hazel-brush, hard hack and vines of various kinds over which towered
tall firs and spreading maples. A narrow path led to the door in front of
which there was really cleared space enough to permit a group of twenty
children to stand without much crowding.

"Mr. Jones/' began the Slip-of-a-girl, as the school trustee settled him-
self for his after supper smoke that evening. ''Next Friday is Arbor J>ay
and I have a letter from the county superintendent requesting that we observe
it in a proper manner."

"Well just what does he mean by that?" drawled Mr. Jones, taking his
pipe from his mouth and blowing a cloud of smoke into the room.

"He means that he wants trees planted on the school grounds in the
county and the state has set aside Friday afternoon for tbiit purpose. I've
been thinking that it might be better to trim out the underbrush and give the
trees we already have a chance. Couldn't you see some of the men in the
district and get them to come over for an hour or two Friday afternoon? We
could do wonders in that time if everybody would help. The children are too
small to do much cutting but they could pile the brush and burn it."

The trustee looked steadily at the Slip-of-£ugirl for a full minute and
then he said, "Hump! It seems to me you're taking a pretty high swing at
things, bein' as you've only been here five weeks. Think us fanners ain't
got nothin' to do in the spring o' the year? The superintendent is goin' a
little too far when he talks about tree plantin', and the like. We elected him
to run the schools and nothin' else. We're payln' you twenty-t'dree and a
tliird dollars a month and boardln' you around and we can't afford to have
you awastin' time on trees and brush, and I'm agoin' to tell him so next time
I go into town."

"But, Mr. Jones, it's a state law and — "

"Hang the state law! No teacher we've ever had before has paid any
attention to it as I know on."

The Slip-of-a-girl wanted to say, "That's very evident," but she didn't.
Her chin Ulted a little, that's all.

The next morning she had a confidential talk with the children concern-
ing the significance of Arbor Day. She told them of her desire to let the
sunshine in at the windows, of the beauty of the grounds if only a little
clearing could be done, but she concluded by saying, "Of course, we shall
have to give it up because we cannot cut the brush ourselves and the men are
all busy."

"Oh, gee! Teacher don't give it up. It would be such fun. Please let
us try," said twelve-year-old Harry Black.

"We'll bring axes. We're big enough to chop and the little kids can
carry the brush," chimed in Henry who was Harry's twin.

Everybody was so delighted over what they considered a frolic that the
Slip-of-a-girl took heart and agreed to make the trial.

Excitement ran high on Arbor Day in District Twenty-nine. The twins
had smuggled their big brothers' axes to school in the morning. The other
children brought hatchets and hoes and rakes, while little Jack Mitchell
timidly approached the teacher's desk and lisped, "Teacher, I brought thum
matcheth 'cauthe maybe we'll want to make thum bon-fireth."

As soon as lunch had been eaten everybody began to work under the
leadership of the Slip-of-a-glrl. The twins wielded the big axes with all the
power available in their willing arms and the smaller boys tugged at the
tangled vines, tearing them out root and branch. They played they were
pioneers fighting Indians and building homes with Daniel Boone in Kentucky.

Over at the Black farm consternation reigned for had not Sam and Joe
hunted for their axes for a solid hour after dinner? Had they not planned
to fell the big fir in the barn lot on this fine April afternoon ? Kathleen, the
baby and family pet, stoutly denied all their accusations and stuck to her
first statement:

"Harry 'n Henry* took 'em."

"Nonsense!" said Sam. "What would they want with axes at school?
Your four-year-old head is muddled, Kathleen."

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488 ORBGOlf TKACHBRg M01ITHI.Y

"Harry 'n Henry took 'em, I say," and she stamped her little foot by way
of emphasis.

Joe looked at her meditatively for a moment and then said, "Well, Sam,
we may save time by going over to the school and asking the twins. They
may know where the axes are. Ansrway we can't do anything here."

"Just as well, boys, said their father. "I think Kathleen knows what
she is talking about. The twins may have had the axes and left them some-
where." So Sam and Joe hurried over the half mile of woodland to the
school premises. There they stopped short and looked at each other in
amazement.

"Well, if that isn't the limit!" said Joe. "Kathleen was right. Look at
the twins."

The twins were endeavoring to trim the low bows from a fir tree that
stood at the corner of the schoolhouse. They found it hard work to reach as
high as they desired but were manifesting an unusual amount of persever-
ance in their efforts. Henry spied the big boys first.

"Here, you fellows!" he shouted. "Come and help. I'm Daniel Boone
and this is in Kentucky."

"Harry give me the ax. What do you mean by running off with it?''
demanded Sam.

The Slip-of-a-girl came up just then with her arms full of hazel-brush
and explained the meaning of the unusual proceedings.

"That's a bright idea all right," said Sam when she had finished. "I
wonder why no one ever thought of it before. Joe, why didn't we do it when
we were going to school?"

"It isn't too late yet," put in Harry. "And it will look a whole lot better
than standing there watching the rest of us."

"Right you are, kid. Come on, Joe," and Sam taking his ax from the
smaller boy soon finished the trimming of the big fir.

With two sturdy young men to wield the axes "Daniel Boone" and his
comrades made short work of the thicket that had hitherto hidden the beauty
of the spot. Little Jack Mitchell danced about in glee when the Slip-of-a-girl
used his "matcheth" to light a brush fire. By four o'clock the oldest inhab-
itaxt would have believed himself in another world, had he happened along,
for the schoolhouse could actually be seen from the county road.

In less than a w^eek every man and woman in the community had heard
of the wonderful change and most of them had made it a point to call at the
school and see for themselves. Many wondered how those beautiful maple
trees could have been there all these years and no one know it. Then it
suddenly dawned upon some one that if the schoolhouse had two or three
coats of white paint it would look more in keeping with its surroundings. It
was not long before the paint was a reality and District Twenty-nine began
to be known as a wide-awake community.

The trustee, however, was much concerned over the awakening, and
when he had occasion to go to the county seat he called at the superintend-
ent's office, and said he: "That Sllp-of-a-girl you sent out to teach our school
is a disturbin' element. She's got the whole neighborhood stirred up over
the school. They've gone ahead ag'in my orders and painted the buildln',
and now they're wantin' to buy factory desks to put inside. The Lord only
knows where it'll end up at. Now, didn't you say to plant trees on
Arbor Day?"

"Yes, that is what I said." replied the superintendent.

"Well, that Slip-of-a-girl went contrary to your orders, for she and her
scholars grubbed up trees and brush all afternoon. What do you say to that?"

"What do I say? Just this: I have been out there and seen the wonder-
ful change and I say, it is a poor rule that won't work both ways. That Slip-
of-a-girl has let the sun shine into your district in more ways than one." —
Mrs. M. L. Fulkerson in American Primary Teacher.

« « «

BIRD GAMES.

One of the best ways to teach birds to the children Is through "games."
They make such a cheerful happy time in the day's work, and. how readily

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the children learn tbe names of the Yarious birds. Do have some "bird games"
for through them the child's vocabulary is much increased. The "bird" com-
position is not a hard task at all after the children have played some of the
sames.

Let five or six children who do the best tracing and crayon work, take
big colored pictures (Perry Pictures are very clear) of birds to the window
and trace them on the manlla drawing paper. Then color them, makin|( the
colors Just as bright as in the Perry Picture. Mount these on stiff cards
8x18 (the 18-inch side is the top.)

Print descriptiye adjectives, suitable for the bird on the card. For
example, paste a crow on the card at the right end; print in front of it, '*bold,
robber crow." Have ten or fifteen such cards, ''If I Were." Placo these cards
along the chalk tray. Teacher asks: . <'Earl, if you were a bird what bird
would you like to be?"

Earl (with card held by both hands so that each child in the room may
see it) answers: "If I were a bird, I'd be the bold, robber crow."

Each child takes the card to his desk as his turn comes. To replace cards
on chalk tray when all have been taken off, the teacher says: "Eftl-l, what
bird are you?" and Earl (placing card on chalk tray) answers: "I am a bold,
robber crow."

At first have the game with only a few cards, then increase the number
slowly so that later there will be enough cards to make a pleasing i^ame for
some "Mother's Day" — ^perhaps. This pleases parents.

Prepare charts 9x24 (9-inch side for top.) Paste at top, picture of a
bird (Audubon Picture), perhaps of a chickadee. Below print hits menu —
grasshoppers, beetles, caterpillars, moths, ants, wasps, bugs, flies and spiders
(found in Farmers Bulletin, Washington, D. G.) Have ten such charts. Show
one or two at a time — Just as the birds are studied. Teach the length of the
bird and at least one important fact about it.

Now we are ready for the game, "The Farmer's Friends." At intervals
across top of front blackboard, drive fine wire nails eight inches apart. At
four inches to left and right of center of the charts, punch holes. Hang the
ten charts up.

Teacher — "If you were a farmer which bird woUld you like best, James?'*

James (with pointer in hand and standing near the chickadee chart) —
"I would like the chickadee best. He is 5^ inches long. He likes suet and
bread crumbs. He helps the farmer because he eats grasshoppers, beetles,
caterpillars, etc." (pointing to each word on the chart as he names it)

Use charts 24x18. Use 18-inch side for the top. Let apt child color a
purple gallinule, a black-necked stilt, and a blue heron (Perry Pictures.) Cut
*them out. Mount in a vertical row on left side of chart. Opposite the purple
gallinule print ''tall"; opposite the black-necked stilt print "taller"; and
opposite the blue heron print ''tallest."

"Comparison of Adjectives" or "Adjective Game." — ^Ask a child to read
the chart. He says, "The purple gallinule is tall; the black-necked stilt is
taller; but the blue heron is tallest. Teacher covers the black-necked stilt,
child says, "The purple gallinule is tall but the blue heron is taller," etc.

Let three children stand. Ask another child to tell about the heights
of the children, etc.

Have six or eight such charts. Easy way to teach comparison of adjectives
and the child acquires a long list of bird names. Hang these charts on the
nails across front of board.

Mount fifty bird pictures (Perry, or Audubon) on neat gray mats. Cut
off the margin, paste only the two upper comers, then paste name of bird on
back of picture. In various ways, during the weeks given to bird sttidy,
draw attention of the children to the names of the birds. For some program
or when a mother is visiting the school, let the children see what child can

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490 ORBGOlf TBAOHB8R8 MOlfTHLT

name all the birds with no help. It is a surprise to parents to see how many
birds a child can name. These cards may be hooked to a wire stretched
across front of room.

Cards 6x12. Use 12-inch side for top. Print, "I saw a " "I saw

an " "I have seen a " etc. on them, using various form of "see" and

the articles ''a" and ''an." Place some mounted pictures and these cards in

a chalk tray. Let child make a sentence with "I see a " with the card

and picture to read "I see a hawk," etc. I know that pupils often learn the
use of "see" and "saw" from this game. The teacher may ask: "Jane, what
bird do you see?" Jane says: "I see an American goldfinch."

Here is a good little game for sense training: Child steps to front of
room and says, "Whoo, Whoo!" Next child stands by his side and says.
"Whoo, Whoo!" — adding, *'chickadee-dee-dee." The third child in line saya,
*'Whoo, Whoo!" — "Chickadee-dee-dee" and adds the call, "Teacher, teacher,
teacher, teacher," etc.

Continue the game until there are as many songs imitated as the children
can make; the fifteenth child giving the fourteen sounds made before his
turn, also adding one for himself. — Indianola Willcuts, Holyoke, Minn.

The National Education Association

Bj E. D. BESSUSB, OonraUis

The fifty.fifth annual convention of the National Education Association
will be held in Portland this summer, July 7 to 14. This will be the first
session in the Northwest and the seventh west of the Rocky Mountains. San
Francisco has had the honor in 1888 and 1911; Los Angeles in 1899 and
1907; Salt Lake City in 1913 and Oakland in 1915. The largest membership
of these six meetings west of the Rockies was at San Francisco in 1911, reach-
ing a total of 18,587, of which California furnished 6961. Oregon 255, Wash-
ington 241, Idaho 123. It exceeded 13,000 at Oakland, 17,000 at Los Angeles
in 1907 and as far back as 1899 at Los Angeles it reached 13,G56. It was
11,573 at Salt Lake City. Well informed officers of the association estimate
a minimum of 10,000 visitors this year at Portland from east of the Rockies.
The largest membership in the history of the Association was at Boston in
1903, reaching 34,983. Last year at New York it exceeded 27,000.

Why do so many teachers travel thousands of miles annually to attend
this convention? There are many reasons, among others (a) the pleasure
and profit of travel and sight-seeing; (b) the value of the general an^
departmental programs; (c) the opportunity of seeing, hearing and meeting
the leaders in their profession; (d) the informal interchange of experiences
and professional opinions with their fellow teachers from many states; (e)
the professional inspiration and enthusiasm always characteristic of national
conventions of any organization. State headquarters are maintained, recep-
tions given and other experiences had which make these conventions epochs
in the lives of the teachers who attend.

The National Teachers' Association was organized in 1857 at Philadel-
phia, annual sessions being held except in 1861, 1862 and 1867. In 1871 at
the St. Louis meeting the name was changed to National Educational Assoc!*
ation. No sessions were held in 1878 and 1906. In 1907 at the Los Angeles
meeting the name was again changed to National Education Association of
the United States. The present organization comprises twenty-one depart-
ments coveri-ng all phases of education, such as superintendence, kinder-
garten, elementary, secondary, higher, normal, vocational, music, business,
rural and agricultural, library, physical, etc. The general association and
all departments meet in annual convention in July except the Department of
Superintendence, which meets in February. A number of other departments

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arc also represented at the February meeting. Each department has its
separate organization. The officers of the general association are a president,
twelve ylce-presidents, secretary, treasurer, board of directors, executive
committee and board of trustees. The board of directors is composed of one
representative from each state, elected by the active members of the state;
there are also a few ez-officio members but the large majority are state
directors. There is a permanent fund of about 1200,000, the income of which
together with direct appropriations from annual income from memberships, is
used in making exhaustive, expert investigations of professional matters
through committees.

The annual meeting continues for a week, general sessions occurring in
the evenings except two half day sessions, and the departmental programs
occupying the day time. The topics and speakers are carefully chosen with
the purpose of presenting the latest and most authoritative discussions of the
many general and special problems in education. The reports of special
committees, some of which have been at work for years, are always a feature
of the program. Among the committees to report at the Portland meeting
are Salaries, Tenure and Pensions; Health Problems in Education; Vocation-
al Education and Vocational Guidance; Economy of Time in Elementary Edu-
cation; Culture Element and Economy of Time in Education; Reorganization
of Secondary Education; and Military Training in Schools.

Naturally, many meetings are held simultaneously, but the printed
volume of proceedings contains all the formal papers and part of the dis-
cussion. All members are entitled to these proceedings, issued in a bound
volume of about 1000 pages or in magazine form issued in ten monthly num-
bers. The membership fee is 1 2 per year. No pedagogical library is com-
plete without the N. E. A. volumes, which really constitute an encyclopedia
of American education.

What sort of a showing will Oregon maks as host to this great associa-
tion. The city of Portland can be trusted to take care of its part, which is a
highly important one. It involves months of organization, scores of hard-
working committeemen and thousands of dollars of expense. Just two things
are asked of the teachers, namely: (a) The taking of advance memberships
at 1 2 each and (b) the securing of advance membership of each school
district at |2. For this money there is sufficient reward in the vplume of
proceedings, a valuable addition to the school library as well as to the
teacher's library. But in addition to this our state reputation and honor are
at stake. The success of this great convention will be determined in great
part by the membership. The business of the association requires a large
annual revenue, which is derived chiefly from the region of the annual con-
vention. Because of the comparatively small number of teachers in the
Northwest, a heroic effort must be made, and the brunt must be borne by the
entertaining state. The greatest record ever made was by Utah in 1913 when
108 per cent of her teachers enrolled. The next best record was made by
California in 1888 with 86 per cent. There are over 6000 public school
teachers in Oregon and enough additional in the private schools and higher
instltutiens to swell the number above 7000. With over 2500 school districts,
which are to be called on, a new departure invented by our Oregon represen-
tative on the board of directors, O. M. Plummer of Portland, we have a
chance to go after these records of California and Utah.

By the time this April number of the Oregon Teachers Monthly is in the
hands of its readers, the campaign for advance memberships will have been
begun. More than 4000 Oregon teachers are readers of the Oregon Teachers
Monthly, which means that one third of our force must be reached by the
remaining. Tell your neighbor that you are sending your $2 to the county
superintendent or whoever is the authorized person to receive memberships
and invite him to go and do likewise. Then make an appointment to present
the matter to your school board and have the clerk send that membership in.
While this appeal is made to our state pride and professional loyalty, let us
not overlook the fact that thousands of teachers from all sections of the
country will pay this membership fee and in addition spend many times that
amount in traveling to the meeting and attending the convention, because
they want to for the values cited above. / ^^^i^

Digitized by VjOOQ IC

The Why of General Science

By L. P. OILMOBE, Oregon Normal Scbool

I shall treat the subject along three distinct lines: Reasons for any form
of science instruction, the content of general science, and what the advocates
of genera] science claim for it.

To discuss fully the reasons for teaching science is to strike at the Tery
roots of education in search for an aim. Hardly a science or mathematics
teacher who has been in the profession ten years or more, who does not
realize that we are right now in a period of transition and that daring the
past decade content and method have been constantly shifting to meet the
changing conditions. The days of using the catch problem as a test of ones
mathematical ability are past. Likewise we no longer measure ones scientific
aptitude in terms of the wonderful; instead nowadays we draw as far as pos-
slble from the individual environment the topics for study, and search for
principles which may be used later in solving difficult phenomena; in other
words it is more of a crime today not to be able to make a plant grow well
than it is not to know its genus and species.

Later the aim shifted so as to include only such things as were of prac-
tical value to the man or child. Hardly an educator past'flfty but recalls how
the students of the so-called humanities looked upon this type of practicalism
as narrow and illiberal. The standards by which subjects were measured a
quarter of a century ago were distinctly cultural. Hence the idea of the useful
was relegated to the background and science and mathematics became sec-
ondary to the dead languages and kindred subjects. These were days when
educators believed in formal discipline so it is but natural that science tir to
Justify its right to a place in the course of study in terms of mental discipline
Consequently looking beyond the question of utility, teachers began inquiring
into the habits of thought which science studies should foster. As a result
today we use as one of our strongest arguments for the studying of science,
the notion that conscientious study of science quickens the senses in making
accurate observations, in analyzing phenomena logically.

We have since learned that the more successful peoples of the worki owe
their commercial supremacy to applied science and that, broadly speaking,
the keystone of their educational structure is the fitting of the individual
to his environment for better service to society. Science instruction serves
this aim by ''giving such an insight into nature as would stimulate the proper
adjustment to ones environment." Our educational pulse has been quickened
by the examples of these peoples and we too are coming to use science as such
a tool. So to express it differently, we are in an era where science teachers
are attempting more than ever to make their courses practical and usable.
How this is being accomplished will be more fully explained later. To sum-
marize, science aims have gradually evolved from the use of the wonderful
as the central idea, to the practical with emphasis on the disciplinary and
finally to the practical with emphasis on its application to living conditions.
If general science is to be entitled to a place among sciences, it must be
proven that the topics studied and the ends sought are coincident with those
of science. It must further be shown that It serves these ands better than
any other science that might be offered in the upper grammar and freshman
year of the high school. Accordingly it is necessary that we spend a brief
time on the content of general Bcience.

As chairman of a commlllee appointed three years ago to study the pos-
sibilities of general science, i had the pleasure of reviewing the general
science texts, six in all, then on the market. I distinctly remember how dif-
ferent were the points of view of the different authors. One of the first
texts published had no illustrations, but sprinkled at intervals through the
book were carefully prepared bibliographies. The subject matter was not
attractive. In happy contrast I was carried away with the simplicity and
excellence of the subject matter of some of the texts. My training has been
more or less technical but I can say candidly that the presentation of some

Digitized by LjOOQ IC

OREQOy TBACHBRfl MOlfTHLY 498

Of the technical topics such as the making of soaps, etc., gave me a clearer
understanding than I had ever had before. The subject matter covers all
phases of science. Some of the texts go so far as to include a smattering of
all sciences. Then we have other texts which have as their central ideas the
explaining of the simplest phenomena. The first chapters of such texts
usually deal with the air or water. From such common and simple material
they lead as logically as permitted to the more intricate. I have in mind a
successful text pattei-ned after this outline. It is perhaps the most interesting
of all, and leads by degrees from the simpler things about the air and water
into more complex until towards the close of the text the pupil seems to have
been led naturally to a discussion of breeding. Then follows the record of an
experiment carried on in Texas when Zebus and Herfords were crossed, it is
well illustrated and amply explained. I may be confessing ignorance when I
say the few pages thus used in this text have meant more to me than hours
of lectures. I can think of no better text so far as my personal choice is v;on-
cerned for first year science. I have in mind another text which my class is
using, which is also good. It, too, works from the simpler to the more diffi-
cult with marked ease. The one big objection is that more chemistry is
employed than some schools will be equipped to handle effectively. This
text's treatment of baking powders, soaps, paints, removing of stains, etc., is
admirable. Where the teacher has sufficient technical training, I feel this
text is well worth while. I am using this text in preference to the other
because it fits my class better. Some of the students of the class I am
instructing are high school graduates. As general science is at its best when
taught in terms of the community environment, we can hardly expect to find
any text that will be uniformly pleasing to the teachers. Accordingly do not
misunderstand the recommendations made above.

After a brief survey of the content of general science I hear the physical
geography teacher saying, "By your own token general science is something
like physical geography." Yes and no. I do not wish to contrast courses. I
feel physical geography has its place and that in many cases it is filling it
acceptably. But I also feel that it is out of place in the smaller and especially
rural high schools. It happens that I have taught both physical geography
and general science. Regardless as to what some people say, it takes an
excellent teacher to fathom the possibilities of physiography. I cannot say
that I was ever satisfied with the work I did in this subject. In analyzing
my failures I feel they were due in part at least to the lack of suitable
apparatus and to the complex nature of what I did have. Then, too, whenever
we used apparatus Instead of the real thing, we throw an air of artificiality
about our work. In other words what the pupil sees in the class-room is so
far different from the way he will see it in the big world, that he does not
always make the correct application. I believe that general science, in part
at least, eliminates this difficulty, in that the apparatus is that of the snop,
the store, the mill, etc. General science can best be taught when real things
instead of toys are studied. This seems a hazy dream for a high school.
However, when one thinks seriously about it he realizes that m a large high
school there is a number of very excellent things right at ones very door for
study. To illustrate: How many of us know how the school room is ven-
tilated, how the heat is furnished, how the furnace is regulated, how the
classes are called, how the lighting and tinting are planned, how the walla are
made, how electricity is- used in the school, how the water supply is kept
pure, how the sewage is disposed of, etc? How many of us can see in
finishing of the wood- work of our rooms, texts for botany lessons; in the
portable sawmill, a lesson on power, or can teach climate in terms of the dew?
To be definite, suppose a child were to ask, after you had taught a lesson on
humidity, "Teacher, will we have dew tonight," could you answer in terms
of science and make yourself understood? Would you be willing to back your
judgment? Can you explain so children can understand why some soaps are
harder on the skin than others? Can you explain why tho creaminess of sea-
foam and some other candieg is secured through beating, etc? Can you make
clear to young people so that there can be no shadow of a doubt and yet none
can take offense, the necessity of clean living? Can you see in the black-
smith shop, the print shop, the bakery, the industrios of your jjommunity.

494 ORBGOW TMACHBRg MOMTHIiY

materials for class work? Tf you can, and possess tho ability to enlii^t the
good will of those operating these plants, you have two of thfs qualifications
for teaching general science. If } can not apply my teaching to living condi-
tions, I either do not teach thai bit of subject matter, or I study it in practice
before presenting it. A few years ago I was told to take charge of a bell
system and electric clock along with my other duties. It came home to me
pointedly then, though I had seen service in electric railjoading and had
studied electricity under a noted inventor, I had not been fitted to solve that
problem. I immediately mailed a letter to my Alnia Mater. Imagine my
surprise when this great inventor, head of a department of physics which
was turning out electrical engineers, replied that while they taught wlrelng,
his time and that of his assistants was so occupied that whenever they had
wire trouble they invited in an electrician. He advised me to do the same.
That was four years ago. I turned my face from the university to an humble
youth who had "just picked up" what he knew. I learned -from him what a
college education had failed to give. I went to an electric supply house, to
an Oregon Electric sub-station, phone exchange, wiremen; with the result
that the electric clock is no longer a problem. Another example of huw I
pick up information, making it real to myself first and to the class later:
With so many kodak enthusiasts in school, I felt I owed them more than a
paragraph of fine print. Accordingly I build a dark-room for the school and
then set about improving my own ability to take and develop pictures. I
visited and became an understudy to the local photographer. I visited differ-
ent studios, observing and questioning. I visited in other words, men who
were in the business, not those who talked about it. Now when I teach this
portion of general science I have a camera before the class, and demonstrate
how to take a picture. Sometimes we visit the local photographer. When we
study meters we have a dogmatic lesson on how to read a meter and as a
drill step the class reads the electric meters of the vicinity. I even go so far
as to take my class to the blacksmith and print shops, etc. One trip wuich
we all enjoyed and which was novel, was on a local locomotive. The engineer
demonstrated the machine and then took the class for a short ride. Under-
stand, of course, all such lessons are either accompanied by discussion right
on the spot if time permits, or at the class-room the following day. In order
to make sure the class observes things I desire, I sometimes place in their
hands mimeographed copies of questions designated to bring out the desired
points.

To return to the contrast between physical geography and general
science: Do you not see from the above a fundamental difference between
the uses of the subject matter as used in these courses? in the former we
study more for the cultural aspects and take the practical as Incidental; In
the latter this order is reversed. This does not mean that mental discipline
is not sought in general science. While forced into the background it is
nevertheless sought. However, it is sought through the study of things In
which the child is interested because of some future use. Not to enlarge, I
believe this is one of the big factors favoring general science.

Finally we have discussed reasons for teaching any science, the content
of general science: Now to the last point, why teach general science. I
believe from the foregoing you have already inferred the reasons. The big
aim for teaching any science is that science gives an insight into nature which
stimulates the individual to properly adjust himself to his environment. DC
you recall how, after you had considered the different professions In turn,
you finally chose teaching as a makeshift ? Can you imagine how much better
a teacher you might have become had you made that decision two years
earlier and then bent every effort toward preparing for your present work?
If you can think in these terms, you will better understand why Benjamin
Franklin's father took the young son along with him to call upon the business
houses in Boston. You remember the results. A sufficient number of
similar examples can be sighted to establish the premise that such observation
is worth while. Need we say, that coming as it does in the upper grammar
grades or lower high school general science helps to point the pupil toward a
definite life aim. If this be true do we not have a strong argument for
general science? In order to attain the larger aim for sci^ce^ln^rnction it

ORBGOW TKACHgRg MOWTHIiY 49»

is neressary that the suhject matter offered be in accord with the times.
There is no denying that the present unsettled conditions in Europe are
seriously affecting our own commercial structure. If we are to aspire to in-
dustrial supremacy, we must meet the changes brought on Dy these condi-
tions. We must produce our dye-stuffs, chemicals, etc. I know of no science
which covers the ground more clearly or more opportunely than general
science, f shall not enlarge. There is another feature which is selfish;
since the increased freedom in electing subjects, you have doubtless noticed
smaller science classes. In spite of this the demands upon our graduates call
for increased scientific training. What better can we do than to offer a
course at the outset that is interesting and not full of scientific abstractions?
It may awaken the desire on the part of some pupil to further pursuance of
science. It may help some future Edison to uncover a new ambition. It can
certainly stimulate respect for the different crafts.

It would be misrepresenting the facts were I to leave you with the
impression that I think general science has no faults; it has. It really is not
a science, it is too unorganized, too shallow, too smattering. It covers so
large a scope that it requires a teacher of deeds, not words. These »re hard
to find, when accurate, first hand knowledge is desired. Then too, being
based upon local conditions it is difficult to secure a satisfactory text. This
perhaps is an advantage.

Self-Exaniinatl<m Today.
Have I been cowardly and evaded issues I should have squarely met?
Have I been vacillating and weak, where I should have been firm and
decided ?

Have I kept the good resolutions I have made, or broken them?

Have I Indulged in self-pity?

Have I indulged in morbid or gloomy thoughts?

Have I worried?

Have I been petulant, fretful, or irritable?

Have I spoken sharp, fretful, or ill-tempered words?

Have I been deceitful, pretending affectioa I did not feel?

Have I been disloyal, saying in anyone's absence wha^ I would have
been ashamed or afraid to say in his presence?

Have I stored this day as a pleasant spot in the memory of anyone?

Have I taken proper physical exercise?

Have I studied, done any hard, mental concentration?

Have I had one hour of quiet, by myself?

Have I eaten or drunk too much?

Have I done my work with sincerity and earnestness, the best I could?

Have I been entirely honest in everything I did?

Have I kept anyone waiting? Have I been punctual in every engagement?

Have I done anything the memory of which may soil another per-
son's life?

Have I lost self-control at any time?

Have I failed in consideration toward children, aged persons, servants,
or others, inferior in any way to myself, either in capacity or station?

Have I done anything really worth while?

Have I taken myself too seriously, and failed to see the humor and enjoy
the pleasures that came my way?

Have I read anything useful?

Have I done a good deed for anybody, and if so, was I anxious to get
credit and appreciation for it, or did I conceal it the best I could, and avoid
the reward? — Dr. Prank Crane.

Make the most of yourself, for that is all there is of you.-f-Emers6h.

Digitized by V^

Selections for Arbor Day

Arranged by MBS. M. L. FUUOiBSON, Salem, Oregon

Stand In Thy Place and Sialic.

Out in Dame Nature's scbool room.

As I wandered there one day,
I chanced on a bed of orchids

In the dark woods hid away.
Dressed in their silken beauty,

Lfovingrly, side by side,
They grew where the lofty fir trees

Cast needles far and wide.

I said, "Your lives are wasted

So far from the haunts of men,
Only some weary hunter

May chance on you now and then."
Ifisten! A soft, grlad answer

Weigrhted with sweet perfume.
Came from the smiling beauties,

Llg^hting the forest gloom:

"Our mission is not in choosine,

But to stand in our place and smile.
And perhaps some weary hunter.

By our beauty, sweet, begruiled.
May find what long he's sougrht for,

.In the crowded city street.
Faith in the God above us,

And peace surpassing-ly sweet."

There in the deep, dark forest

I lifted my heart in prayer;
My life need not be wasted

Far back from the city's grlare.
Never a life so lonely

But a lonelier one may cheer;
Never a heart so hungrry

But succor waiteth near.

"Help me, O grracious Father,
To stand in my place and smile;

Help me o'er some dark pathway
The shadows to lighten awhile."

— Mabel M. Rador.

Who Loves the Trees.

First child—

Who loves the trees best?

"1," said the Spring
"Their leaves so beautiful
To them I bring."

Second child —

Who loves the trees best?

"I," Summer said,
"I give them blossoms.
White, yellow, red."

Third child—

Who loves the trees best?

"I." said the Fall.
"I give luscious fruits.

Bright tints to all."

Fourth child —

Who loves the trees best?

"I love them best,"
Harsh Winter answered.

"I give them rest."

— Alice M. Douglas.

We Lore the Treca.

First child—

I love a tree in spring.

When the first green leaves come
out.
And the birds build their nesta and
carol
Their sweet songs about.

Second child —
I love a tree In summer.

When, in the noon-tide heat.
The reapers lie in its shadow.

On the greensward, cool and sweet.

Third child —
I love a tree in autumn.

When Frost, the painter old.
Has touched with his brush Its
blanches.
And left them all crimson and sold.

Fourth child —

I love a tree in winter.

Mid snow and ice and cloud.
Waving its long, bare branches
In the north wind, wailing loud.

All-
Let us plant a tree by. the wayside.

Plant It with smiles and with tears.
A shade for some weary wanderer.
A hope for the coming years.

— ^Lueia M. Mooney.

A Prayer.

Teach me. Father, how to go
Softly as the grasses grow;
Teach me, Father, how to be
Kind and patient as a tree.
Let me, also, cheer a spot.
Hidden field or garden grot —
Place where passing souls can rest
On the way and be their best.

— 13d win Markham.

More Thaa AIL

O Painter of the fruits and flowers.
We thank thee for thy wise design.

Whereby these human hands of ours.
In Nature's garden work with thine.

Give fools their gold; give knaves their
power;
Let fortune's bubbles rise and fall;
Who sows a field, or trains a flower.
Or plants a tree, is more than all.
— Whlttler.

Plne-Needles.

If Mother Nature patches

The leaves of trees and vines,

I'm sure she does her darning
With needles of the pines!

They are so long and slender;

And sometimes in full view.
They have their thread of cobwebs

And thimbles made of dew.

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5^'«!?.'Ot5^'

yne.

OWUBQOTf TBACHHR8 MONTHIiT

497

1%e Ovemll Boys.

All recite—

^We axe the overall boys.
Surely you don't mind our noise.
Tools we have brougrht everyone.
Planting: a tree is Just fun.

First boy —

First with this spade I'll dig deep.
Throw up a jolly bigr heap.
Tender roots then we'll put down
"Where soil is soft, rich, and brown.

Second boy —

"With this nice, new rake of mine
I'll make some dirt nice and fin^.
Then I will sift it with care
. O'er the small roots waitinsr there.

Third boy —

I'll put the dirt in its place.
Bobby and I'll have a race.
Filling that hole deep and wide.
Making it smooth on each side.

Fourth boy —

I have brought water to pour.
"When weather's dry I'll bringr more.
ThrouiTh the warm summer I say
It may need water each day.

Fifth boy—

I'll make a fence round about.
All of you fellows stay out!
Trees that are pulled here and there
Surely can't live anywhere.

— American Primary Teacher.

The Bird School.

First pupil —

The sparrows in the primary class

sat down beneath the trees.
Their little faces were upturned to

listen to the breeze.

Second pupil —

The wind stooped low to tell them

the biff earth's history;
A bee was their birgrht teacher in

field areoffraphy.

Third pupil —
A butterfly tausrht numbers; a lily

showed them ffrace;
A shower erave them tests in health

and washed each birdie's face.

Fourth pupil —
So apt the little pupils! But the les-
son they learned best
Was cheerfulness — a robin, good, lec-
tured from his nest!

— B. A Stewart

Btids and Trees.

First pupil — Birds love trees and oft-
en make their homes in them.

Second pupil — Trees love birds, be-
cause the birds do such a lot to protect
them.

Third pupn — Some of the birds that
love to make their nests In trees are
the robins, bluebirds, martins, titmice,
nuthatehers. flickers, and woodpeckers.

Fourth pupil — ^The woodpeckers are
sreat friends of trees, for they eat the
little tnse<^ts which harm the trees.

Fifth pupil — Robins choose bis: strong:
trees in which to build their nests.

Sixth pupil— The bluebirds like scat-
tered trees in pastures or in orchards.

Seventh pupil— The modest wren and
the lively catbird like to go where the
trees are thick.

Eighth pupil— The birds are ftiends
of the trees, and without them, our
wood* would be very lonely.

— American Primary Teacher.

A Little PUnter.

I>own by the wall where the lilacs
_^ grow.

Digging away with a garden hoe,
Toiling as busily as he can —
Eager and earnest, dear little man!
Spoon and shingle are lying by.
With a bit of evergreen, long since dry.
"What are you doing, dear?" I ask.
Ted for an instant stops his task,
* Glances up with a sunny smile.
Dimpling his rosy cheeks the while:
"Why, it's Arbor Day, you see.
And I'm planting a next year's Christ-
mas tree;
For last year, auntie, Johnny Dunn
Didn't have even the smallest one.
And I almost cried, he felt so bad
When I told him 'bout the splendid

one we had;
And I though if I planted this one here.
And watered it every day this year.
It would grow real fast— I think it

might;
(His blue eyes filled with eager light;)
And I'm sure 'twill be. though very

small,
A great deal better than none at all."
Then something suddenly comes be-
tween
My eyes and the bit of withered green.
As I kiss the face of our Teddy boy.
Bright and glowing with givlng's Joy,
And Johnny Dunn it is plain to see.
Will have his next year's Christmas
tree.

— Selected.

The BfoLlbeiTy Tree.

O, it's many the scenes which are dear

to my mind
As I think of my childhood so long left

behind;
The home of my birth, with its old

punch eon- floor,
And the bright morning-glory that

glowed round the door;
The warped clab-board roof where the

rain it run off
Into streams of sweet dreams as I laid

in the loft,
Countin' all the joys that was dearest

to me.
And a-thinkin' the most of the mulber-
ry tree.

And today as a dream, with both eyes

wide-awake,
I can see the old tree, and its limbs as

they shake.
And the long purple berries that rained

on the ground
Whare the pastur' was bald whare we

trommpt it around.
And again, peekin' up through the

thick leafy shade,
I can see the glad smiles of the friends

when I strayed
With my little bare feet from my own

mother's knee
To foller them off to the mulberry

tree.

Digitized by CjOCT^'*®^-

498

OREGON TBACHBRfl MOSTTHIiT

Tke Blm Tree.

The farmer stood by the carriage-house

door.
Surveying with pride his homestead

o'er.
"I wish I had planted one more tree.
Just here on this side, by the vines,

thought he.

Then he brought to the spot that sweet

spring day. , ^ ^.

A young, strong elm, from over the

And placed it there by the carriage-
house doop, ^ ^ ^ .

Just where it was needed so much be-
fore.

Lio, the years went by. till ninety were
told — . ^^ ^ ,-

One sows, nor reaps, 'tis the «tpry old-—

When a farmer, young stood by the
door.

Surveying with pride his domain o'er.

Said he, "The most beautiful thing I see
Is this grand, o'er-arching, old elm tree.
Who planted it, boy? His name we
must read , . ^ ^ „

In the loving thought, the loving deed.
— S. B. B. Mcrrlfeid.

Dear lilttle Trees.

Tune — Old Black Joe.
Dear little trees, who have found new

homes today,
Love brought you here, may you happy

be alivav
Green be the banners that to the breeze

you fling, ^. ^ ^^ .

And may you shelter happy birds that

nest and sing.

Chorus — .

We greet you, we greet you, trees who

stand In homes so new.
Take root," grow tall, and lift your

green leaves toward the blue.

Wand'rers will rest 'neath your cool

and grateful shade,
Song birds will come to your arms

from woodland glade.
Children will play round your feet with

laughter gay, , 4.^^

Dear trees, who ve been transplanted

on this Arbor day.

Thousands of new homes for small

trees everywhere.
Homes all alone, on the prairies broad

and bare.
Homes in the school yard and on the

village green.
Prom north to south, from east to

west, new trees are seen.

— ^American Primary Teacher.

A Song of the Trees.

Characters — Arbor Queen; Spirits of
the Trees — Oak, Maple. Elm, Pine,
Palmetto, Olive, Orange; Children;
Lovers; Aged Couple; Woodmen.

Costumes — Arbor Queen wears a
gown of gauzy white, trimmed with
leaves and flowers, and a wreath upon
head. Spirits of Trees wears white or
other colors suggestive of the trees
represented, with appropriate decora-
tions. Woodmen may wear frocks,
overalls, etc. Children and others wear

ordinary costumes suited to the age
represented.

Scene — A village green, or any out-
of-door scene in spring. (Enter Arbor
Queen.)

Arbor Queen —

I am the Joyful Arbor Queen,

The Queen of the Arbor Day;
I bring the foliage rich and rare.

And the flowers so fresh and gay.

And now upon this gladsome morn.

I'll do my best to please.
By calling forth my woodland folk —

The SplriU of the treeB.
(Blows horn at side of stage.)

From northern forests deep, tbey
come.

FYom the sunny southern clime.
From woodlands by the eastern aeas.

And from western hills sublime.
(Points to left.)

Oh, see! they come, the fairy folk!

From mountain crest and dell.
Each with a message of the spring.

Sweet greetings now to telL
(Enter Spirit of the Trees.)

Oak—

I am the oak, the grand old oak.

For a century I have stood;
From a tiny acorn I have grown

To be monarch of the wood.

Maple —

I am the Maple with spreading
boughs;
Folks love me for my shade.
And hosts of children in years gone
by
Beneath by boughs have played.

Blm —

I am the noble and graceful elm.

My branches wide I spread
Like a mighty parasol of green

Above your dainty head.

Pine—

I am the Pine so straight and tall.

In the breeze I softly sigh;
The product of all the trees am I

As I lift my head to the sky.

Palmetto—

The famed Palmetto tree am I.

From the south that blooms so gay.
And maidens sit beneath my boughs

And pickaninnies play.

Olive—

I am the peaceful Olive tree

From the valleys of the West;
By the fruit and the oil I freely give

The people know mo best.

Orange —

I am the Orange tree that blooms

So fair and fresh and sweet;
I offer my golden fruit to you

As a most delicious treat.

(All Join in singing "A Song of the
Trees," to tune of "Auld Lang Syne.*)
O. sing a song of mighty woods.

Oh, sing a song of the trees;
We'll sing of leaves so fresh and
green
That flutter In the brsese;

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ORSSGON TKACHBRS MONTHI^Y

499

>Ve'll sing* of trees on mountain tops.

Of those by racing seas;
Oh. sins a songr of mighty woods.

O. sinff a songr of trees.

Ail-
Now here are the children, full of fun.

A lover and his maid.
And some old, old people comine. too.

To sit beneath our shade.

Arbor Queep —

Then hie away, my fairy folk.

With the swiftness of the breese.
For mortal eyes shall not behold

The Spirits of the Trees.
(Enter children, right. Fairies van-
isli at left or rear.)

First Child—

Oh. here is the place for us to play.
Right under this big old tree;

We'll play "I Spy" or "Mulberry
Bush."
Whichever it may be.

(One or two call "I Spy"; others call
"Mulberry Bush." All form in circle
playing "Here We Qo Round the Mul-
berry Bush." Enter Lovers, right.
They sing stanza of some love song as
they take seats on bench beneath the
tree.)

(Enter aged couple, right, arm in
arm. They sing stanza of some old-
time song, such as "When You and I
Were Young" or "Darby and Joan."
They sit on bench at opposite side from
lovers, while children continue to play
at center. Enter Woodmen, right, with
axes.)

First Man—

Ah, here it is! Let's haste to work.

We've a mighty task, 'tis true.
There's timber enough in that old
tree
To build a house or two.
(They remove coats and prepare to
chop tree.)

Children — Don't let them do it. Grandpa.
Just see the men with axes sharp!

Don't let them cut the tree.
For then we'd have no splendid shade

And sorry we should be.

Grandpa (reciting to Woodmen) —
"Woodman, spare that tree!

Touch not a single bough;
In youth it sheltered me.

And I'll protect it now;
'Twas my forefather's hand

That placed it near his cot.
There, Woodman, let it stand.

Thy axe shall harm it not!"

Second Man (to companion) —
Come. Jerry, we must give it up.

We'll heed what he has said;
I haven't the heart to cut it down.

We'll use concrete instead.

Grandpa (laying hand upon Woodman's
shoulder)—
Well done, my man; I thank you. Sir,

It does my old heart good;
I have no doubt the trees themselves
Would thank you if they could.

(All group themselves as follows for
the closing stanza of song: Aged

Couple, right; Lovers, left; Woodmen,
center; Children at front. Spirits of
Trees may appear in background if de*
sired.)

Here's to the fair palmetto tree.

Here's to the northern pine.
Here's td the monarch of the woods.

And here's to the orange fine —
Oh, here's to the trees on the moun-
tain top,

And those by the raging sea;
We'll sing a song of mighty woods.

We'll sing a song of the trees.

— ^Willis N. Bugbee. in The School
Century.

School of Primary Methods.

So many teachers have sent re-
quests to Mrs. Ruby Shearer Brennan
that she has finally decided to hold
her summer school of primary meth-
ods again this year. It will be held
in Portland and begin June 23 and
continue ten days, for which a tuition
of 110 will be charged. The building
for holding the school has not yet
been selected but as soon as Mrs.
Brennan knows about how many will
attend, she will announce the place
where it will be held. The course of
study will include methods in read-
ing, arithmetic, language, spelling,
story-telling, hand work, music, cal-
isthenics, and folk dancing. All
school room classes will be demon-
strated with pupils. The sessions will
begin at nine o'clock a. m. and con-
tinue until 3:30 in the afternoon.
More than 700 teachers have had
Mrs. Brennan's work in primary
methods. Mrs. Brennan is well
known to teachers under the name
of Miss Ruby Shearer. You can at-
tend the primary methods school and
then remain over for the National
Education Association. If you are a
primary teacher and have not had
Mrs. Brennan's work, you should
plan to attend. Write her a card at
460 E. Burnisde Street, Portland.
Oregon, telling her that you are
thinking of attending.

National Education Association.

Mrs. Ruby Shearer Brennan will
hold her primary methods school just
before the National Education Asso-
ciation. If you are planning to attend
the association and are a primary
teacher, make arrangements to go
two weeks earlier and take in Mrs.
Brennan's school. She would like to
hear from you and you had better
send her a card at 460 E. Burnside
Street, Portland, Oregon, telling her
about your plans. .

Digitized by LjOOQIC

Oregon State Library

B7 CORNELIA MABVIN. LitaaxlAB, Oregon StaU Llbrwy

Plays for high school production
are still in demand. Aside from the
list, issued by the Drama League we
have just received two very inter-
esting lists of plays — one, those
which have been successfully given
in the high schools in Iowa, another,
a list of college plays successfully
produced throughout the country.
These lists tell whether royalty must
be paid, the number of acts, the num-
oer of stage settings, the number of
male and female characters and the
grade of satisfaction the play gave
the community. We shall be pleased
to loan these to anyone who is
searching for good plays for schools.
We have ordered all the best plays
on the list.

« « <•

The Sons of the Amercan Revolu-
ton have given the state library mon-
ey for four more sets of the little
grade libraries on the Revolutionary
period. These are the most attrac-
tive twenty-volume collections we
can buy, selected for the purpose of
interesting seventh grade pupils in
Revolutionary times. There are
books of biography, fiction and his-
tory. These sets will be loaned for
three months to any school in the
state.

* * *

The state library has been collect-
ing books on tests and has also or-
dered all the standard tests which
were described in the Elementary
School Journal for September, 1916,
and in the Wisconsin Educational
News Bulletin for the 1st of Novem-
ber, 1916. Anyone who is interest-
ed in these tests may borrow the
books about them and copies of the
tests for study before ordering.
The collection includes all the stan-
dard tests for reading, arithmetic,
writing, spelling, composition and
grammar, geography, drawing, alge-
bra, free hand lettering — ^a very in-
teresting collection. Special in-
struction in the use of tests In
schools was given in Wisconsin in a
week's institute entirely devoted to

this subject.

* • «

The Pratt Institute Free Library
of Brooklyn, N. Y., established "An

Alcove Collection" for the purpose of
bringing into Inviting prominence
certain of the outstanding books of
the English language in order that
everyone using the library might be-
come acquainted with the books that
have gained pre-eminence In litera-
ture. A list of these carefully chos-
en books has just been published
with notes for each title. Copy of it
may be borrowed from the state li-
brary or bought from the Pratt Insti-
tute for 10 cents. It is one of the
most fascinating lists we have re-
ceived and anyone who is interested
in good books would enjoy checking
it over. Those who are planning
courses of reading will find it an at-
tractive guide. It is similar to the
lists of books for general reading
published by the English department
of the University of Wisconsin and
loaned by the state library. The con-
test conducted by E. P. Dutton ft Co.
for list of best ten titles in Every-
man's Library resulted in the fol-
lowing choice: Shakespeare's Works,
the Bible, Dicken's David Copper-
field, Hugo's Les Miserables, Every-
man's Encyclopaedia, Scott's Ivan-
hoe, Bunyan's Pilgrim Progress,
Thackeray's Vanity Fair, Dante's Di-
vine Comedy, Homer's Iliad.

* • *

Lafcadio Hearn's "Appreciation of
Poetry," recently published, are rec-
ommended in The Dial for use in
high school English classes. These
appreciations were in the form of lec-
tures delivered to Japanese students
in the attempt to arouse their inter-
est in English literature. The book
is said to lack the charm of Hearn's
other works, but to be "a rare and
precious aid" to the young student of
poetry.

"Greek photoplays" by Effie Sea-
chrest will help teachers to prepare
plays based on Greek myth and story.
The plays are simple and contain
careful directions for costuming and
preparation.

• • •

A summary of the ^Smlth-Hughes
Act" providing Federal aid for vocar
tional education has been iaened by

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ORBGON TBAGHfiRfl MOJ^THLY

101

the Board of Education. This may

be borrowed from the state library.

* * *

New Books on Education.

Atwocd, Theory and Practice of
the Kindergarten. — ^A simple, inter-
e&tiag treatment, planned to help
the young kindergartn«3r to refresh
her i:K;mory, and to gather together
some essentials in relation to kinder-
garten practice. Discusses the con-
duct of the kindergarten, the acces.
sories, program, gifts, and has a
good chapter on story-telling. No in-
dnx. but outline of chapters.

Bigelow, Sex-education. — The
most important contribution yet
made to the subject of sex instruc-
tion, adapted from lectures delivered
at Columbia University and else-
where. Takes up in a clear and
comprehensive way the problems and
organization of sex education, the se-
lection of teachers, the use of books,
and the adaptation of sex instruction
to different stages in development.

Dearborn, How to Learn Early. —
Under such headings as Economy in
study. Observation and the taking of
notes, Educative imagination, Exam-
ination-preparedness, the writer
gives sensible, easily understood sug-
gestions to students and teachers and
something of the psychology underly-
ing the suggestions.

Dooley, The Education of the
Ne'er-do-well. — Analyzes, both from
the social and economic and the per-
sonal Bide, the problem of the child
who, with no aptitude for literary
studies, leaves school to drift into
"blind alley*' occupations and ulti-
mately into the army of the ineffi-
cient. Cites both American and for-
eign experience in handling the prob-
lem, and suggests concrete programs
Involving pre-vocational education
and continuation schools.

Freeman, Experimental Education.
— A laboratory book dealing with
the great processes of learning and
with some experiments on the special
school subjects. The book will be
very useful as a textbook in normal
schools and college departments of
education and will serve to introduce
students of education to the tech-
nique of laboratory work in educa-
tional fields.

Hall, The Question As a Factor in
Teaching. — Concrete, practical chap-
ters on the teaching of stories and
other subjects, made up mainly of
model questions that are suggestive
and could be used directly in lower-

grade class-room teaching. The
method is not absolutely novel, but
in its presentation it is impressively
in advance of the unstudied and un-
fruitful questioning which -very fre-
quently appears in routine scnool
work.

Hazlitt, Thinking as a Science. —
Clear, as untechnical as possible, and
helpful to people who are sincere in
wishing to continue their own mental
development. The same information
can be obtained in any good psy-
chology.

Paxson, A Handbook for Latin
Clubs. — Part 1 consists of thirty-six
well worked out programs, with spe-
cific references to books and periodi-
cals where material can be found;
part 2 contains selections from mod-
ern and Latin authors; part 3, a
number of Latin songs with music.

Sargent, How Children Learn to
Draw. — A clear, definite exposition
of the methods and results of an ex-
periment conducted for the last few
years in the Elementary School of
the School of Education in the Uni-
versity of Chicago. "Presents some
of these records, selected to show
representative series of lessons, ac-
companied by explanatory notes and
illustrations from the work of the
children" and follows with a state-
ment of the conclusions reached.

Wilson, The Motivation of School
Work. — Suggestive as a fresh attack
on an old problem of the teacher's,
that of making the work in the vari-
ous school studies significant and
purposeful to each child. Based on
twenty years of experience in teach-
ing and supervision, it contains
many concrete and helpful plans and
hints for putting new life into the
old subjects.

President Wilson's Cabinet.

Secretary of State, Robert Lans-
ing; Treasurer, William Gibbs Mc-
Adoo; War, William Diehl Baker;
Attorney-General, Thomas Watt
Gregory; Postmaster-General, Albert
Sidney Burleson; Secretary of Navy,
Josephus Daniels; Interior, Franklin
Knight Lane; Agriculture, David
Franklin Houston; Commerce, Wil-
liam C. Redfield; Labor, William
Bauchof Wilson.

Learning is wealth to the poor, an
honor to the rich, an aid to the young
and a support and comfort to the
aged.' — Lavater. . v^^^i^

Digitized by VjOOQ IC

Grade Teachers' Department

B4it«d by ft4BBA oommm, 4ai wmi ruk mntu, fwumui, ongw

EUmanUrjr te»ehari »nd elementftry teaehan' ftsaoeUtiona are eordially inritad lo mmi
Bawa itama of their actiTitiaa which would ba of intaraat or T»lua to other taaehan ta this
dapartmant of the The Oragon Teaehara Monthly. Addraai Sditor of Ormda Taaahara' Dapart-
naat. Room 800, Court Houaa, Portland, Orafon.

The February meeting of the Spe-
cial Teachers of Literature was a
very interesting one. A report was
made of the management of class-
room library in a building remote
from even a branch library. A talk
was given on dramatization in the
reading recitation and selections in
the Elson Readers suitable for dram-
atization. Another topic discussed
was how to manage reports on out-
side reading. The talks and the round
table following were full of helpful
suggestions for reading teachers. At
the March meeting Mrs. Mable
Holmes Parsons gave a talk on
Poems That Are Worth Teaching.
She said that the poetry of the read-
er has been too long under the in-
fluence of the schoolman. That chil-
dren do not need and certainly do not
want the abstract poems, the dull
sermon in verse. They need and will
easily learn to love the poem that
shows them an objective world. The
appreciation and love for objective
poetry will and must lead to a de-
sire for creation. The newer poets,
she saidp in many cases are writing
better poetry than many of our
earlier poets to whose verse we cling.
Since we teach children current his-
tory and current science why cling
too conservatively to the earlier
poets. She gave a list of poems
new and old which children love.
This list will be printed in the Port-
land School Bulletin. It will be a
valuable supplement to the reader in

every grade.

a a *

Grade teachers should show their
interest in the coming meeting of the
National Education Association by an
early membership enrollment. A
large local enrollment is one of the
best means of insuring a large num-
ber of teachers from all over the
state to attend the convention.
Nothing will take the place of local
enthusiasm in making a convention

a success.

a a a

Mr. Puffer's lectures on Vocational
Training were full of very definite

and practical help to the teacher who
wishes to give personal advice and
guidance to the boys and girls who
are seeking help in deciding what
they should become. In a day and
age where people have come to re-
gard manual labor as unsuited to the
individual -who has even a little book
learning, his appeal for a reaUzatlon
of the dignity and the vital need of
the skilled tradesman is most timely.
The ideals formed by children during
their school days are the determin-
ing factor in deciding their life work,
and anything which will help a teach-
er to instil a respect for the creative
ability — for the man and woman «rho
produces something of value to the
community will be of permanent civic
value. The mistaken idea of the pur-
pose of education is the cause of the
great number of misfits in life.

The Colonial Entertainment was
an immense success both socially and
artistically. Rarely has the public
attended so numerously or appreci-
ated so enthusiastically a grade
teacher . affair, .and this in spite of a
night that produced all too realistic-
ally the atmosphere of that winter in
Valley Forge. The dramatic skit, di-
rected by Miss Greathouse, portrayed
General Washington's winter head-
quarters with Washington himself
skillfully enacted by Mr. E. Whitney.
The cast, all of whom did excellent
work, was as follows: George Wash-
ington, Mr. Whitney; Martha Wash-
ington, Miss Whitfield; Mary, niece
of Washington, Miss Ballin; Colonel
Fitzgerald, Mr. Thomas; Baron Fair-
fax, Mt. Hugh Boyd; Mrs. Green,
Miss Humason; Mrs. Knox, Miss Kel-
ly; Dr. Craik, Mr. Purcell; Billie,Mr.
Webber; Two soldiers, Messrs. Mar-
tin and Trowbridge. At the concln-
sion of the playlet, music was fur-
nlshed by the Grade Teachers' choms
under the direction of Mr. Boyer.
This was their first public appearance
and the delightful blending of voices
as well as the perfection of rendition
was a happy surprise to the charmed

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ORBGON TBAOHSRS MOHTHLY

603

audience, as was the double quartet
of Jefferson high school boys whose
work was also distinctly good. Miss
Malta Brown sang two charming old-
time ballads in her usual happy man-
ner and had hard work to satisfy an
audience who continually demanded
"more." Little Miss Marian Farrell
danced exquisitely the Blue Danube
waltzes and gave a delightful encore.
Perhaps the most effective of the va-
rious events on the program was the
minuet danced by ten couples in
beautiful Colonial costumes. The gay

costumes of both men and maidens,
the powdered coiffures, the coquet-
tish patches and the stately figures
of the dance formed so enchanting a
picture that it was repeated several
times at the request of the delighted
audience. The proceeds of the enter-
tainment, $213, are to be given to
that most worthy cause, the Fellow-
ship Fund, a fund set apart for the^
use of teachers who through sickness
or misfortune are in need of finan-
cial assistance.

High School Teachers' DepartmeBt

Edited by HOPEIN JENKINS, Portlsnd, Oregon

The Teaching of Biology.

Biology has furnished us the
highest interpretation of educational
endeavor in the idea of evolution. It
has given us the wonderful and in-
spiring conception of a teacher as a
conscious instrument in the process
of lemaking society according to a
more perfect pattern. Interpreting,
further, the idea of social evolution
in terms of the thought of today, we
may say that it involves the increas-
ing of the efficiency of the individual
in his social and economic relations.
In other words, in this evolution of
society which we seek to bring about,
we aim at increased social efficiency
and increased vocational efficiency.
Out slogan is "Efficiency, Social and
Vocational."

It is apparent that the science of
biology dominates our educational
philosophy, but the subject of biology
has failed to find a commensurate
place in the schools. Surely, if we
were to exploit this subject to the
full it would take the place it de-
serves.

I have heard pupils ask, "What is
biology? Is it 'bugology'?" Worse
than that I have known pupils who
after taking the subject still thought
that it was "bugoolgy." The em-
phasis must have been on the bug.
Where should the emphasis have
been? This brings us back to our
statement of the aim of education,
social and vocational efficiency. If
we were to analyze out the most im-
portant factors of social and voca-

tional efficiency and see that our
teaching emphasizes these factors,
perhaps biology would come into its
own. I shall attempt to do this from
my point of view.

Health, co-operation, leadership, a
high and rational standard of morals,
together with an appreciation of
known and latent economic values in
plants and animals; at these things I
intend to aim in choosing for myself
what to teach, what to emphasize,
and how to present the work.

The health of the individual and
of the community depends in a large
measure on two things, (a) a knowl-
edge of metabolism, and (b) an ap-
preciation of the relation of several
plant and animal families to them-
selves and to man, (such families as
the bacteria, diptera, etc.) The abil-
ity to co-operation and its correlate
the ability to lead are best developed
by actual practice. The experimental
work in biology readily lends itself
to a method of treatment (group
work and reports), which furnishes
this practice. Furthermore, the sub-
ject matter of biology builds a firm
and rational basis for the develop-
ment of these abilities. The ants,
bees, wasps, tent caterpillars, crows,
geese, chickens, seals, beavers,
wolves, elk, cattle, horses, monkeys,
and many other genera furnish al-
most innumerable opportunities to
study co-operation and leadership in
simplified form. Above all, even the
most superficial study of evolution
and the so-called "survival charac-

gitized by VjiJFCJ

504

ORBGON TBAOHBR8 MONTHIiY

ters" will demonstrate to the pupil
that the "ability to co-operate" far
exceeds in value any of the other
"characters." Biology enables the
student to understand the intricate
natui^e oC man by comparing its ele-
ments with the less intricate but
homologous elements in the nature
of other liying things. An under-
standing of the behavior and In-
stincts of other living things is a
wonderful asset in working with and
leading men.

The last factor of social efficiency
which I have chosen to emphasize is
the "moral standard." Almost all of
the methods of teaching ethics in the
schools, which have been advocated
attempt to strengthen our old "cus-
tom morality," simply by giving it
more emphasis. What we need is to
rationalize our moral standard and
then exercise it in actual school
work. There are two courses emin-
ently fitted for this task: Biology
can rationalize our moral standard
and athletics can exercise it. Of
course it is apparent that all school
activities may contribute. If the pupil
in studying evolution and the be-
havior of animals comes to under-
stand that the most important sur-
vival characteristic of the animals is
the ability to co-operate, he can
scarcely escape the conclusion that it
is right to work with others and
wrong to work against them. Such
a conclusion is strengthened by the
study of the lives and work of great
plant and animal breeders, Burbank
for example, all of whose work has
been done for the benefit of the race.

Our morals of sex relations and
parenthood are rationalized in the
study of reproduction, plant and ani-
mal breeding, and heredity, as well
as Incidentally, in the study of bac-
teria, etc., under the head of the in.
terrelation of living things. Biology
teaches that the dominant object of
every race of living things is to per-
petuate its kind but that is not all —
to perpetuate a stronger and fitter
race of Its kind. These two rational
principles from biology, "to work
with each other and not against each
other" and "to perpetuate an im-
proved race," support our highest
moral standards as expressed in such
phrases, "The greatest good to the
greatest number," "The brotherhood
of man," and even in the word
"service."

Before taking up the last factor
which 18 strictly vocational, I wish to

make the idea of vocational etflci-
ency, as aimed at by the school, clear.
We do not mean efficiency in mak-
ing a living. The pupil who attempts
to get from the school what informa-
tion and tricks of the trade he can
and then go out and obtain by means
of this equipment a living and per-
haps more, for himself, deserves
nothing at our hands. We have but
one duty with regard to him and that
is to reform his morals. What we
do mean by vocational efficiency is
effeciency in the production of econ-
omic values. We wish to train pupils
so that when they become workers
they will to their highest possibil-
ities produce values for society as a
whole. This aim is vastly different
and it holds true with the student
who is destined to a "white collar
job" as well as with the student who
looks forward to a "soft shirt job."

The contribution which biology
can make to vocational efficiency is
an appreciation of the known and la-
tent economic values in living things.
These values readily fall under two
heads, negative and positive. Some of
the negative values are found in in-
sect pests, the fungi and the preda-
tory animals. Among the positive
values are those embodied in the liv-
ing things which are used for food,
building and structural work, cloth-
ing, and labor. These values are:
Known and latent. The known vaines
must be handed down from one gen-
eration to the next as a part of our
social Inheritance. The latent values
are to be searched for and discovered
with the work of our famous plant
and animal breeders aa an inspira-
tion.

With this discussion as a basis I
have made a tentative outline of
work for two terms of biology as fol-
lows:

First Term. — (1) Structure of liv-
ing things; (2) metabolism (to be
summarized In the circulation of car-
bon); (8) the Interrelation of Uv-
lug things including disease, sanita-
tion, economic values of the several
plant and animal families necessi-
tating a study of plant and animal
classification.

Second Term. — ( 1 ) Reproduction
including propagation, dispersal,
etc.; (2) plant and animal breeding
and other related processes of evo-
lution; (3) heredity including appli-
cation to eugenics; (4) the troplsms,
senses, and behavior of living things,
including a short stadj^pf^ii^tincts.

Digitized by '

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ORBGON T1BAOHICR8 MONTHLY

60»

Besides the question of content
and emphasis there is the additional
question of method of presentation.
Since we are not concerned so much
with the development of the subject
as with the development of the pupil
we ought to feel free to begin the
subject of metabolism, for example,
with the lower animals, the subject
of reproduction with the plants and
the subject of structure with either
or both. We should never feel
obliged to complete the application
of any principle to plants before ap-
plsring it to animals or vice versa. In
fact we wish to keep the unity of liv-
ing things in the foreground and not
their divisibility. We are teaching
biology, not a combination of botany,
zoology and physiology. It is also
possible that there will be some
things which we learned at college
that will not be able to pass on to
our students either from lack of time
or suitable opportunity, but that
should not give us undue pain if we
accomplish our own object In teach-
ing the subject.

As far as possible the work should
be presented to the pupils in the form
of problems which they are to solve.
For example, the introductory work
in structure can be accomplished by
giving the pupils a section of epider-
mis from the bases of the leaves in
the onion bulb after first giving
thorough instructions as to the use
of microscopes. Ask them to draw
the tissue as they see it and describe
its structure, but in the meanwhile
answer any questions as to the names
of the parts which they observe. If
plenty of time is taken, the work
done in groups of two, or, perhaps
three, if there are not sufficient
microscopes, and if the teacher en-
courages questions the whole class
will soon realize, at least the simpler
facts of structure. A repetition of
this exercise with amoeba, diatoms,
desmids, spirogyra, paramoecium,
vorticelli, thread worms, rotifers,
chara, tissues of higher animals, sec-
tions of stems, roots, etc., sometimes
stained, would within two or three
weeks time, at most, give students a
working knowledge of structure and
an interest in the work if not too
much drawing and writing is re-
quired but the emphasis placed on
solving the problem of structure.
Work of this study-recitation type re-
quires a period of more than an
hour (two periods) in order to ac-
complish anything worth mentioning.

This sort of work punctuated with
review recitations in which the exper-
imentation is talked over, summar-
ized and the results systematized
should make the backbone of the
course. Then there ought to be a
written report from each pupil on
some subject of interest once each
term if possible. These reports may
also take the problem form, especial-
ly in the discussion of the economic
value of certain families as the dip-
tera, or two winged insects, the fish,
the gramina or grass family, etc.

Most of the details of the course
must, for the present, be determined
by the individuality of the teacher
and the materials which the teacher
can secure, but it should never be
forgotten that aimless teaching is
worthless teaching and that our aim
is social and vocational. — Elbert
Hoskin. (Paper read to the teachers
of Franklin high school, Portland.)

Portland's Awakening.

It is a great deal to say that Port-
land will break all records by way of
entertainments, but it is true, liter-
ally true. Some things will be done
that have never before been possible.
The Mazamas will conduct as many
thousand teachers as wish to engage
in a mountain climbing expedition,
the event to either be staged just
prior to the opening of the conven-
tion or immediately afterward. The
swimming clubs are all preparing for
the entertainment of teachers who
wish to Indulge such sports; clam
bakes and salmon dinners will be
spotted along the side lines, while al-
ways there are the splendidly inter-
esting drives over the wonderful
Columbia River highway and the
boulevards, the completion of which
has cost Portland $4,000,000. On
Sunday afternoon, July 8, an after-
noon meeting will be held at the
auditorium at which Governor Ernest
Lister of Washington, Governor
James Withycorabe of Oregon, and
prominent educators of the world
will be heard. The meeting will ded-
icate the municipal auditorium, on
which 1600,000 has been expended.
— Journal of Education.

I hope I shall always possess firm-
ness and virtue enough to maintain
what I consider the most enviable of
all titles, the character of an honest
man.- Washington, ^^^^(^^^gj^

Oregon Tree Studies

By WM. E. lAWRBNOE, Department of Botany and Plant Pathology, O. A. O.

XI — ^lil'esrem Larch.

Of the four larches found in North
America only two occur in Oregon —
the western larch extensively and the
woolly larch in the Mt. Hood re-
gions. Since larches lose their leaves
in autumn, as the broad leafed trees,
and yet produce cones in common
with all conifers, it is not at all dif-
ficult to recognize Oregon larches by
the association of absence of leaves
with presence of cones.

The western larch, Larix occiden-
talis Nutt., is also called the red
American larch, great western larch,
and western tamaracic, although
commonly spoken of as larch " or
tamarack. It occurs within the Col-
umbia river drainage basin, at ele-
vations of 2000 to 6000 feet. Its
range lies between the western slope
of the continental divide in Montana
from Southern British Columbia to
Southern Oregon and the eastern
slope of the Cascade mountains in
Oregon. In Oregon it is found main-
ly in the Blue and Wallowa moun-
tains of Eastern Oregon and on the
east side of the Cascades, crossing
the divide only for short distances at
various places.

The western larch is the largest
known species of larch in the world.
It produces tapering trunks three to
four feet in diameter, clear of
branches for 60 to 100 feet or more,
which together with short, narrow
crowns of comparatively few short,
horizontal branches, gradually taper
to slender points at from 100 to 180
feet. (Fig. 1.) Trees 200 feet high
are usually five to eight feet in di-
ameter. In the open, the branches
often reach almost to the ground. It
attains its largest size in the Bitter-
root mountains of Northern Idaho.

It requires from 250 to 300 years
to produce a trunk sixteen to twenty
inches in diameter. Merchantable
timber of twelve inches in diameter
is attained in about 100 years in the
Priest River drainage basin of North-
ern Idaho. The larch as a tree is a
rather slow but persistent grower.
The larch is long-lived, living be-
tween 300 and 500 years, as a rule.

while the largest trees reach 600 and
700 years of age.

The bark is very thick near the
base of the trees — three to six inches
— and deeply furrowed, gradually be-

(Fig. 1).

coming less deeply furrowed and
thinner at twenty or more feet atK>ve
the ground. The thickness of the
bark seems to var^ with the locality

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3gre

ORBGOlf TI0ACH1BR9 MONTHLY

50'i

being about two Inches in the Blue
mountains of Washington and Ore-
gon and nearly a foot thick in the
Bltterroot mountains of Northern
Idaho. The thick bark offers a very
excellent protection to the tree
against fire, and many of the large
trees show that they have successful-
ly passed through several forest fires.
The bark of younger trees and
branches is thin, scaly, and dark or
grayish-brown; while that of middle-
aged and old trees is a reddish-cin-
namon brown.

The branches are rather slender,
but not graceful, owing to the pres-
ence of short, stumpy branches,
which support the clusters of leaves.
Pine and larch are alike in having
two kinds of branches — long branch-
es becoming limbs and short foliar
branches upon which may be found,
In the spring and summer, from four-
teen to about thirty stiff, sharp-
pointed, flat, triangular leaves from
one to two inches long. (Fig. 2.)
The larch is one of the earliest de-
cldous trees to display new growth
in the spring, the leaves appearing
towards the last of April. The leaves
are a pale yellowish-green and
needle-like, becoming a bright yel-
low lemon late in the fall, and fall-
ing during October. This marked
difference in the color of the leaves
enables the traveler to distinguish
the larch from other conifers readily.
It may be picked out while passing
by on the train; as, for example,
along the O-W. R. & N. railroad at
the top of the Blue Mountain grade
near Meacham. They may be seen
also along the Sumpter Valley and
other mountain railroad lines.

The cones are small (1 to 1^
inches long), stand erect, mature in
one season and ripen in August.
(Fig. 2.) The presence of excerted
three-pointed bracts is a feature in
common with the Douglas fir and the
true or balsam firs. They open soon
after maturity and fall from the
trees by the end of October or No-
vember. Larches rarely produce seed
before twenty-five years, but become
prolific seeders at forty to fifty
years. The light chestnut brown
seeds are small and scarcely more
than half the length of their thin,
frail wings. Like many other coni-
fers, such as pines and firs, the seeds
bear wings which materially assist
In dissemination. Falling from the
top of such tall trees they are rapid-
ly scattered, often falling upon the

snow over which they are sometimes
blown for considerable distances.

The cones ripen in August and
September. The cone scales open
very readily in dry weather but close
during rains so that the duration of
the period of the seeds' dispersion
varies to some extent with local cli-

(Fig. 2).

matic conditions. The seeds of the
western larch are rather exacting as
to moisture requirements. They re-
quire considerable moisture for ger-
mination which accounts for their oc-
currence in high mountain valleys
and slopes and their predominance on
many of the northern slopes. Al-
though western larch demands con-
siderable water, the soil on which it
grows must be well-drained. In rel-
atively dry regions, like the Blue
mountains of Eastern Oregon, the
larch attains its best development in
moist draws or in fertile valleys not
parallel with the direction of the pre-
vailing winds. The larch will grow
well in the mineral soils of burned-
over areas where it is likely to com-
pete only with lodgepole pines for
dominance and where the dominance
depends upon which tree started
first. If both lodgepole pine and
western larch have an equal start,
the more rapid growth of the larch
assures its etsablishment, while the
light color of the foliage and sparsely
scattered leaves of the larch do not
injure the development of the lodge-
pole pine. If the lodgepole pine has
the earlier start, its denser shade is
likely to crowd out the more intol-
erant larch.

Western larch sometimes grows in
pure stands, but usually in mixed
stands. Its best growth is in north-
eastern Washington, northern Idaho,
and in northwestern Montana, where
it often occurs in oj)e^,f((r|0^giipl-

&0S

ORBGON TBACH1BR8 MONTIU.Y

leys and on slopes. In the Blue
mountains of Washington and Ore-
gon it occurs on typical flats. Here,
also, the areas of this larch and
lodgepole pine are interspersed with
Engelmann spruce, white and low-
land firs and Douglas firs; the silvic-
al characteristics of larch and lodge-
pole pine appear very similar in view
of the common associations.

The western larch is seriously
damaged by the larch mistletoe (Fig.
1), a flowering plant which sends its
suckers into the living wood of the
limbs and branches of the trees, thus
deriving all of its source of water
from the larch. The larch mistletoe
is so abundant in the Blue moun-
tains of Oregon and the injurious
effect so marked that it results in
considerable suppression of the larch
as a source of valuable timber.

At present the western larch is but
little used, although it compares fav-
orable in strength with the wood of
the western hemlock and Douglas
fir. Western larch and western yel-
low pine are practically the only
woods used for building purposes in
some parts of northern Idaho and
western Montana and eastern Wash-
ington. However, the wood of the
western larch is not found upon the
market to any great extent outside of
its geogiaphlical range. Its use Is
therefore largely confined to the
states of Oregon, Washington, Mon-
tana and Idaho. There is consider-
able wastage in lumbering so that
the western larch yields an average
of about 10 per cent of clear lumber.
Western larch is used for making
railroad cross ties, flooring, siding,
ceiling, and molding, lath, inside fin-
ishing, veneer. It takes a high polish
and stains well. It is especially val-
uable for round and pole timbers.

The wood of the western larch
should not be confused with the wood
of the noble fir. Lumbermen fre-
quently refer to tho wood of noble
fir (Oregon Tree Studies 9, pub-
lished in the Oregon Tcfichers Month-
ly February, 1916) as "larch." This
is an erroneous application of the
term and its use should not be con-
tinuod, on account of its correct ap-
plication to the western larch and
eastern larch.

chisel of the carver in wood, or the
hammer of the worker in metal,
whose tool most readily and most
vitally expresses the thought of bis
brain, who feels least the limitations
of an artificial ideal of finish. — ^Ttieo.
dore C. Steele.

New County School Buperintcndenti.

Baker, Miss Blmetta Bailey, Baker
Benton, R. E. Cannon, Corvallis
Clackamas, J. E. Calavan, Oregon

City
Clatsop, O. H. Byland, Astoria
Columbia, J. W. Allen, St. Helens
Coos, R. E. Baker, Coquille
Crook, J. E. Myers, Prineville
Curry, W. M. Kent, Gold Beach
Deschutes, J. Alton Thompson, Bend
Douglas, O. C. Brown, Roseburg
Gilliam, J. C. Sturgill, Condon
Grant, W. W. Austen, Hamilton
Harney, Frances Clark, Bums
Hood River, L. B. Gibson, Hood River
Jackson, G. W. Ager, Jacksonville
Jefferson, Lillian Watts, Culver
Josephine, Alice M. Bacon, Grants

Pass
Klamath, Edna I. Wells, Klamath

Falls
Lake, C. E. Oliver, Lakeview
Lane, E. J. Moore, Eugene
Lincoln, R. P. Coin, Toledo
Linn, Ida M. Cummings, Albany
Malheur, Fay Clark, Vale
Marion. W. M. Smith. Salem
Morrow. Lena S. Shurte, Heppner
Multnomah, W. C. Alderson, Port-
land
Polk, Fred S. Crowley, Dallas
Sherman. F. E. Fagan, Moro
Tillamook, G. B. Lamb, Tillamook
Umatilla, I. E. Young, Pendleton
Union, Mrs. A. E. Ivanhoe, LaGrande
Wallowa, J., C. Conley, Enterprise
Wasco, C. T. Bonney, The Dalles
Washington, B. W. Barnes, Hillsboro
Wheeler, H. J. Simmons, Fossil
Yamhill, S. S. Duncan, McMinnville |

He is the best artist who feels a
thing most nobly and most beauti-
fully. He is the best technician,
whether with the brush of the paint-
er, the shuttle of the weaver, the

Summer School.

Mr. J. J. Kraps will begin his sum-
mer school at Salem on March 26,
and it will continue thirteen weeks.
Classes in all branches for all kind*
of certificates will be organized.
While it is always best to enter at the
first of the term, yet teachers »«/
enter at any time.

True liberty consists only in th«
power of doing what we ouglit to
will, and in not being constrained to
do what we ought not to will.— JoW'
than Edwards. / ^^^\^

Digitized by VjOOv IC

Some Oregon Weeds and Seeds

By A. B. 8WEET8EB, University of Oregon

The Dandelion.

The artist and the aesthete may
soar into rhapsodies over the golden
dandelion, but the owner of a lawn
into which this dandelion army is
swarming and taking possession to
the exclusion of the grass feels no
such exultation.

This is a stemless plant with a
large tap root and much-cut leaves.
The common name may be a corrup-
tion of the old Latin specific name

wards. Fig. 3 shows this stamen
tube split down and seen from with-
in. On the lower end of the flower
is the ovary or egg case containing
a single little egg. On the top of the
egg case is a style which at its upper
end separates into two pollen-recep-
tive portions or stigmas. While atill
in the bud the style is Included in
the stamen tube and the stigmas are
closed so that it is impossible for
them to receive any of their own
pollen, but as they emerge they un-

I I

6 CKOSS SrcTiOl*

which was dens-leonis, or tooth of the
lion. This may possibly have re-
ferred to the shape of the root.

The flower stalk springs from the
root and carries on its upper end a
cluster of flowers called a head. On
the outside of this head are numer-
ous, green, leaf-like bracts. Within
this fringe of bracts are many com-
plete flowers. This is clearly shown
in the section of the head.

Fig. 2 is a drawing of one of these
single flowers with the parts labelled.
The corolla forms a tube below,
spreading out on one side into a sort
of a blade with five small points on
the end. Within the corolla are the
stamens united into a tube around
the pistil and shedding the pollen in-

roll and are ready to receive the pol-
len brought by the insect from an-
other flower. The calyx is united to
the ovary and consists of numerous
soft, hair-like bristles, also called a
pappus.

Linaeus used the dandelion as one
of the flowers in his floral clocK, as
it opens early in the morning and
closes in the evening. When matur-
ing it closes as in Fig. 4. the corolla
stamens, and pistil are dropped off,
and the neck of the egg case
elongates, carrying up the pappus
which spreads out into the form of
the familiar parachute by which this
ripened fruit is widely wafted by the
wind. This shows how f Utf^rj^f?^^^^®

Digitized by VjUOV IC

510

ORKGON TEACHERS MONTHIiY

fight unless waged before the plant
has gone to seed.

The leaves arfe much relished by
many people as a spring green, al-
though the bitter flavor is disagree-
able to some. Near various eastern
cities the dandelion is cultivated as a
garden crop.

The dendelion root is used in med-
icine as a spring tonic, also a^ an
addition to coffee in the same man-
ner as chicory. Heretofore dandelion

Fig. 7. — Batchelor Button.

root has been largely imported but
the home product is every bit as good
and there is no reason why we should
not supply our own demand. The
methods of raising and curing are
fully explained in the Scientific
American Supplement Number 81.

But we of Oregon are more par-
ticularly interested in the extermin-
ation of this pest. The plant is per-
ennial, the root thickening and tak-

ing hold more firmly each year. It
is claimed that spraying with a 5
per cent solution of copper sulphate
or a 15 per cent solution of sulphate
of iron will destroy the dandelion.
But the value of this treatment is yet
to be proven. The best method is to
use a weed puller which removes the
roots, but this is practical only in
small areas of ground. The lawn
should be frequently mowed and
every effort used to prevent the flow-
ering and going to seed. It is also
claimed that cutting the roots of the
plant and applying salt will kill them
off, but this appears to be about as
much work as the proverbial applica-
tion of salt to a bird's tall.

The bachelor's button (Fig. 7) is
designated by several other names,
such as bluebottle, ragged robin, com
flower, etc., and is scientifically
known as Centaurea cyanus. It be
longs to the same family as the dan-
delion and will show the same gen-
eral arrangement of parts. Its pap-
pus, however, is made up of but a
few, short, rusty-brown hairs and it
does not form a parachute as in the
case of the dandelion.

It is often planted in the flower
garden for its beauty, but in many
places has escaped and become a pest
in the fields. It has a wide range of
color and were it not for the econ-
omic loss would adorn the country
landscape.

It is an annual, springing each
year from seed, so may be held in
(heck by cultivation of the ground
although the vitality of the seed may
persist for several years. The best
protection in all cases is to be found
in the use of high grade seed which
is as free as possible from the admix-
ture of weed seed.

Farmers Bulletin No. 660 gives an
interesting account of .some of our
common weeds and how to control
them. These and other bulletins
may be obtained free upon applica-
tion to the Department of Agricul-
ture at Washington, D. C.

I can think of no more pleasant
way of being remembered than by the
planting of a tree. Birds will rest in
it and fly hence with messages of
good cheer. It will be growing while
we are sleeping, and will survive us
to make others happler.--Lowell.

Digitized by VjOOQIC

r

The State Schook

University of Oregon.

More than usually brilliant is the
array of lecturers obtained for the
1917 summer school of the univer-
sity. Most prominent among tnese
are President G. Stanley Hall of
Clark University; President Henry
Churchill King of Oberlin College;
Dr. John Timothy Stone of the
Fourth Presbyterian Church of Chi-
cago; and perhaps Dr. Carl A. Kraus
of Columbia University. Dr. J. Dun-
can Spaeth of Princeton will also re-
turn.

Prof. Robert P. Reeder of the Law
School has just issued a booii on the
Validity of Rate Regulations, State
and Federal, which is attracting a
great deal of attention in legal and
legislative circles. The California
Law Review speaks of it as a scholar-
ly, concise, practical and comprehen-
sive treatise.

The university was represented at

THE POETLAKD OFFICE OF THE

FISK TEACHERS' AGENCY

WELCOMES

Teachers for aU kinds of
teaching positions. We
are known from the At-
lantic to the Pacific
Coast and can locate yon
in a more satisfactory
position than yon could
find for yourself. We
make prompt replies to
all inquiries, furnish the
best available teachers
for all positions.

Send us your address

. and we shall be glad to

mail you full particulars.

J. N. ELLIOTT.
514 Joonul BnUdlng, Portland. Oregon.

ELMO S. WHITE
Lawyer

U. 8. PATENTS SECURED
GENERAL LAW PRACTICE

402 Masonic Temple, Salem, Oregon.

the recent meeting of the Society of
the Society of College Teachers of
Education at Kansas by Dean bhel-
don of the School of Education. Dr.
Sheldon discussed the work of the
colleges in the preparing of their
graduates for socialization work in
the schools.

A History of the Pacific North-
west, by Joseph Schafer, professor of
history in the University of Oregon is
announced by Macmillans for publi-
cation in the spring. This is a re-
vised and rewritten edition of the
author's History of the Pacific North-
west brought out in 1905 by the Mac-
millan Company. The new edition
will show the results of more than

Northwest Nor-
mal School of
Music and Art

Z. M. PABVIN, Mu8. Doc,
Director.

The course of study includes —
Singing, Piano, Harmony,
Counterpoint, and Musical Edu-
cation. Write for circular and
further information, 408 Til-
ford Bldg., Portland, Oregon.

Playground

Equipment

We build swingH, teeters,
merry-KD-roumls, turning
poleM, K>ant strides, flaip:
poles and general equipment.

The Havens Bros. Manufactur-
ing & Supply Company,

1618-20-22 Wasee St. DENVER, COLO.

niaiii7Pr1hy\700ffl<r

512

ORSGON TBACIUBRS MONTHI«Y

ten yeai*8' additional research, par-
ticularly that which the author con-
ducted in the archives of the Britieh
goyernment at London, where he had
access to all of the manuscript ma-
terial relating to the history of the
boundary dispute — the so-called
"Oregon Question." Other portions
of the earlier book have been recast,
expanded, reconstructed, as the case
may be, and all statements tested by
the results of the latest inyestlga-
tions. The book contains three chap-
ters which are entirely new and in
which Dr. Schafer attempts to make
a distinct contribution to out knowl-
edge of Northwestern affairs of the
recent past. These chapters are en-
titled: The Progress of Agriculture,
Industry and Commerce, and Social
and Political Development In this
book, therefore, the reader traverses
the long bridge from the past of this
section, and takes a good look about
him upon the life that is going on
today.

The Extension Division of the Uni-
versity of Oregon is publishing a ser-
ies of botany leaflets prepared by A.
R. Sweetser, professor of botany.
These leaflets describe common Ore-
gon wild flowers in a semi-technical
way and are planned to be of use to
teachers of botany and of general na-
ture study courses. A leaflet that is
just off the press describes two early
bloomers: The spring queen and
sweet coltsfoot. Another leaflet that
is in preparation describes the Ore-
gon grape and Indian plum. These
leaflets may be secured upon request
from the Extension Division.

Oregon A^ricutnral College.

The entire school of forestry of O.
A. C. will make their annual trip in-
to the Cascade mountains during the
latter part of April and the first of
May. They have planned to go into
what is known as the "Blow-Out"
country, near Detroit and cruise a
large area of timber land and pre-
pare a topographical map of the re-
gion. The work will be carried on in
co-operation with the Federal Forest
Service and will be under the direct
supervision of Mr. Hall, supervisor
of the Santiam Forest Reserve. The
purpose of the trip is to give the
men practical woods experience in
the most upto date methods of cruis-
ing and map making.

The Commercial Print, put out by
the students of the commercial de-

partment of O. A. C. is off the press,
and reports from Dean Bexell's office
indicate that it is well up to the
high standard set by the editor, Rob-
ert Reichert, a senior in commerce.
The publication contains many arti-
cles on timely subjects of commer-
cial interest, besides a revised stu-
dent directory and a directory of all
faculty members, fraternities, soror-
ities and clubs.

Rodger W. Simpson, son of the
Episcopal Rector at Corvallis, and a
freshman at O. A. C, has been ap-
pointed as candidate to West Point,
as the result of the preliminaiy exam-
ination for the U. S. Military Acad-
emy held in Corvallis, February 24.
Merril D. Richmond, of Salem, is
named as first alternate, and Robert
W. Montague, a freshman in the Uni-
versity of Oregon, as second alter-
nate.

Teachers wno may be thinking of
adding fruit to the school grounds
may be interested in the three bul-
letins just published by the Exten-
sion Service of O. A. C. on the gen-
eral subject of small fruits. The
bulletins are: "The Strawberry,"
Extension Bulletin No. 146; "The Lo-
ganberry," Extension Bulletin No.
165; and "The Brambles," Exten-
sion Bulletin No. 192. Such sub-
jects as soils, propagation, cultivation
etc. are covered in these publications,
as well as insects and diseases, bar-
vesting, cost, and marketing.

Miss Carrie Pimm, graduate of 0.
A. C. in 1911, has received an ap-
pointment as extension lecturer on
Home Economics in the New Jersey
State College, at an initial salary of
$1500 per year. Miss Pimm was for-
merly head of Home Economics in
the Eugene high school, resigning in
1915 to attend Teachers* College at
Columbia University. After being
there a year and a half she-Feoeived
her present appointment.

Miss Minnie Price, graduate of
1911, is now on the extension staff
of the Massachusetts State College, at
a salary of $2100 per year. Miss
Price taught two years in the Salem
high school and attended Teachers'
College for two years.

Faculty members at the Oregon
Agricultural College most closely in
touch with the growth and develop-
ment of Greek Letter fraternities are
quite unanimously agreed that schol-
astic pride, general student democ-
racy, and qualities of leadership
characterize these organizations.

Digitized by LjOOQ IC

ORBGOlf TBACHISRS MOlTTlIIiY 513

II

German Taught by Sound

Speaking and hearing precede reading and writing in the child's develop-
ment. Anna T. Oronow in her

fwx Ikletne Xeute

For Intermediate High Schools

utilizes this principle. The reading material is presented as speaking
material to sapplement the oral work of the classroom. Everyday forms make
a permanent impressicn through lessons short, and to the point. The games
and Spiellider satisfy the children's desire to act and move... 194 pages,
illustrated, 60 cents.

Let us tell you more about this, and the other Oronow
books. WRITE

GINN St COTV^PKNY

20 Second Street, San Francisco
135 Third Street A. E. Shumate, Agt. Portland, Oregon

-►♦

THE

SUMMER SCHOOL

SALEM

Begins on March 26, continuing

THIRTEEN WEEKS

Claiisses in all the branches for teachers' papers.

We Train for Scholarship

and Higher Grade Certificate

Salaries adjust themselves according to the qualifications and am- !!

bitions of the teacher. When you see some teacher receiving more ;;

money than you 'for your services you had better study the cause |

and then apply the remedy. Make up your mind that you are u
going to raise the grade of your certificate this year.

Address J. J. KBAPS, SALEM, OREGON.

Sifcadfe,>GQQgJ^

614

ORSGON TBACHBRS MOKTHLY

During the school year of 1913 the
fraternities made a request of college
authorities to be granted the privi-
lege of monthly grade reports from
each instructor for every fraternity
member and pledge. Since that time
there has been keen and wholesome
rivalry between the various houses
for first place in scholarship. Each
of the nine fraternities has strict
house rules to be enforced against
low gnade members. Typical among
these are week end social privileges
withheld; underclassmen assign to
upper classmen as proctors and tu-
tors. Definite semester averages in
all subjects must be obtained by
every pledge before initiation into
full membership. In some houses the
average requires is as much as five
per cent higher than the official aver-
age required by the faculty Student
Affairs Committee. The general ef-
fect of this has been most wholesome
as shown by the fact that last se-
mester (typical of conditions for the
past three or four years) the weight-
ed average of fraternity members was
84.5 as compared with an average of
80.3 for men not in fraternities. The
democratic spirit of O. A. C. frater-
nity men Is evidenced by the fact
that, according to reports taken from
the registrar's records, 17 per cent of
fraternity men here are entirely self
supporting, 25 per cent are one-half
self supporting, 34 per cent are part-
ly (less than half) self supporting or
a total of 76 per cent of fraternity
men partially or entirely self sup-
porting as compared with 24 per
cent who receive all of their finan-
cial support from parents or guar-
dians. Sixty-nine per cent of all stu-
dents in college, both fraternity and
non-fraternity are reported as being
partially or wholly dependent upon
their own resources for financial sup-
port. It is this type of self support-
ing, progressive students who can be
relied upon by college officials to
support the best in student conduct
and government. In spite of the fact
that the fraternity membership con-
stitiitf .^ only about 20 per cent of the
male student body more than 50 per
cent of the men in student activities
such as fithletlcs, student publica-
tions, musical organizations, dram-
atics, oratory and debate, etc., are
members of one or other of the nine
fraternities on the campus.

Twenty students of the school of
commerce of O. A. C. under the di-
rection of Professors Dubach and

Maxey, of the political science depart-
ment, recently spent two days in Sa-
lem studying the government of our
state at first hand. Calls were made
on Governor Withycombe, the legis-
lature, the offices of the secretary of
state, the industrial accident com-
missioner, and the Insurance commis-
sioner, and a few of the party In-
spected the penitentiary and the hos-
pital for the insane.

The class in Institutional Manage-
ment, with Miss Hadwen as instruct,
or. Is planning the meals for Waldo
Hall. Each girl plans the meals and
docs the ordering for two weeks, and
during this time she Is responsible
to the instructor for everything in
the kitchen and dining room, and
must report any deficiency. Later
the class will make an Inventory of
the kitchen and dining room equip-
ment. The course Is a one-semester
elective for junior and senior girls In
the domestic science department.

The scope of the work of the ca-
tering class of the domestic science
department has been enlarged this
semester to include a limited num-
ber of small banquets, teas, lunch-
eons and dinners. Special orders
will be taken for fancy cookery once
or twice a month.

The latest figures from the regis-
trar's office show the total enroll-
ment at O. A. C. to be 1803, exclusive
of the short "course students. Of this
number, 857 are new students this
year, of whom 101 are transfers from
other colleges or universities. Tnere
are 56 post-graduates from 17 dif-
ferent institutions, including Purdne,
Pennsylvania State College, Ohio
State College and Stanford.

Twenty-four boys of the college
have registered for the one semester
course in camp cookery, given under
the direction of Miss Grace Johnson,
of the domestic science department
Attired in aprons and armed with kit-
chen utensils, the boys work from 7
o'clock until 10 on Monday nights.
learning the scientific construction of
flapjacks and mulligans. During the
second semester work will be taken
up in the field, and meals will be pre-
pared in the open as in actual oimp
life.

Ben Rush, of .Elgin, a senior in ir-
rigation engineering, has accepted s
position at Bremerton, Wash., In the
mold loft of the United States navy.
Mr. Rush, who has been a leader in
the student activities of the college,
was this year manager of the Barom-

Digitized by VjOOQIC

ORBGON TBACHERS MONTHLY

615

FUedner Building, Tenth and Washington, Portland

John H. Long - A. P. Armstrong, Associate Principals

The old school, the new school, the quality school

SPECIAL RATES FOR SPRING AND SUMMER

Open all the year. Enter at any time. Individual instruction. Position when
competent. Inveutigutij — it will p*y. Call, telephone Main 513, or write.

TEACHEBS SUCCEED SPLENDIDLY IN OFFICE POSITIONS

on account of experience in meeting and dealing with different
people, and can prepare for such- work in a ahort time.

TEACHEBS OF COMMERCIAL BRANCHES

will find our review course worth many times its cost. This
course was arranged by Mr. Armstrong, and is taught hy him.
Experienced in business college work, late superintendent of
Multnomah county, he knows the needs of commercial teachers
and can meet them fully, as well as prepare for examinations
for certificates tc teach such branches.

For Spring Planting—

Roses Trees Shrubs

Perennial Plants Ornamental Vines

Berry Bushes and Plants

Rhubarb and Asparagus Roots

Sweet Peas

GARDEN HERBS

Laveiidar, Sage Thyme. Rosemary, Sweet Mar-
joram Peppermint. Nice plants at 15c to
25c each.

First Plantings In Your Vegetable Garden —

Onion, Sets, Peas, Radishes, Lettuce, Spinach,
Beets, Turnips — can be planted just as soon as
the ground can be worked.

"How to Grow Eoses'
Free on Bequest

OUR 1017 CATALOG —listing the best of ev-
erything for Home Gardens is ready for you
— a dependable reference and a safe guide to
your purchases. Ask for Catalog No. 561.

We give siieclal discounts
to teachers and students.

Seed Co."^

PORTLAND^ OREGON.

Digitized by CjOOQ IC

516

ORBGON TBACHBRS MOHTHIiY

eter, the student newspaper, and Is a
member of the Alpha Tau Omega fra-
ternity. He takes up his new work
immediately.

Oregon Normal School.

All connected with the Normal
School were delighted that the last
legislature found it possible to grant
us the money necessary for taking
over the Independence schools for
training school facilities, and also for
extending the chapel. These two fac-
tors or the Normal School work have
long since been over-crowded, and
both additional opportunities will be
thoroughly appreciated.

Dean Alden, of the Department of
History at Willamette University,
was the assembly speaker for Feb-
ruary 2, taking for his topic, "His-
torical Lies." Dean Alden's presen-
tation of the method of historical re-
search and the inaccuracies which
creep into it was a very interesting
and scholarly presentation of his
subject.

On the 2nd of February the Ly-
ceum Course provided for the enter-
tainment of the school the motion
picture film, "King Lear.*' This was
also made use of by the Department
of English.

February 10 was the date of the
Polk county institute at Monmouth.
The plan, which Is becoming almost
an annual one, of holding one of the
local Polk county institutes at Mon-
mouth on a Saturday, when the reg-
ular school work in the Normal and
training department is held, is a de-
lightful way of bringing the teachers
of Polk and other neighboring coun-
ties into closer relationship with the
Normal School, giving them an op-
portunity to know the actual work of
the various departments. Lunch was
served by the domestic science class,
under the direction of Miss Butler,
and the 125 teachers were adequate-
ly provided for. Miss Laura Taylor,
of the Department of Physical Educa-
tion, gave her chapel talk in the af-
ternoon for the benefit of the school
and the visiting teachers. Miss Tay-
lor took as her subject, "The Use of
the Victor in Rhythmic Exercises,"
and by drills, folk dances, songs and
other exercises by the children of all
grades in the training department
gave a very pleasing and instructive
demonstration of how extremely use-

ful the Victor can be made in school
work.

The Normal School held a special
program for Lincoln's birthday, with
Rev. C. E. Cline, of Portland, as the
principal speaker. Rev. Cline's inti-
mate knowledge of that part of the
country where Lincoln lived, and his
personal recollection of many of the
stories and incidents of Lincoln's ca-
reer enabled him to speak aboui the
life of this greatest of Americans in
a way that was a revelation to his
hearers. For nearly two hours Rev.
Cline held the large, appreciative au-
dience at perfect attention.

Mrs. George McMath, president of
tho Oregon Congress of Mothers and
Parent.Teacher Associations, was the
assembly speaker for February 16.
Mrs. McMath spoke on the work of
the parent-teacher associations, and
gave the assembled teachers many
very practical suggestions as to the
organization and management of par-
ent-teacher associations, showing;
them with a number of concrete illus-
trations how these associations can
be made of very great value in the
school work of the community.

"Rural School Week," an expres-
sion which has long been heard
around the Normal School, and which
actually materialized between Feb-
ruary 18 and 24, was a very note-
worth v event in the history of the
school. During this week 150 Nor-
mal School students of the Rural De-
partment visited, observed and
taught in the rural schools of Marion.
Benton, Yamhill, Washington and
Polk counties. (The arranged-for
work could not be carried out in
Yamhill County, as a good many of
the schools were closed on account of
contagious diseases.) This gave them
an insight into actual rural school
conditions and a grasp of the actual
teaching situations which no amount
of class room work could equal. At
the close of the week county meet-
ings were held at Hillsboro, South
Salem, Mountain View and Elkins.
These county meetings were attend-
ed by the regular teachers and the
Normal School students of that coun-
ty and the experiences of the week
were given in round table discus-
sions, under the guidance of County
Superintendents Barnes. Smith. Can-
non and Crowley. In the afternoon
programs were given by the Normal
School students of each county, and
addresses by somo member of the
Normal School faculty^ i , President

Digitized by V^OOQ Ic

ORBGON TBACHBRS MONTHi^Y

517

SPECIAL WEEK END RATES

{# 4 /#

PALACE
HOTEL

446 Washington St..
Portland, Oregon.

A A ii

Strictly Modern,
Quiet, Refined.
An Ideal Homelike
Hotel for Ladies
Tnesccrted.

Two in a Room at the

Same Price a« One.

Rates 76c and up

per day.

TEACHERS WANTED
SI OO to SI 50 MONTH

All teachers should try the U. S. Govern-
iient examinations soon to be held through-
ait the entire country. The positions to be
illed pay from $G00 to $1500: have short
lours and annual vacations, with full pay.

Those interested should write immediately
o Franklin Institute, Dept. A239, Rochester,
i. Y., for schedule showing all examination
tates and places and large descriptive book,
howing the positions obtainable and giving
Dany sample examination questions, which
rill be sent free of charge.

OPPORTUNITY ! !

for ambitious, wide-awake
teachers. We want you to
spend a profitable summer va-
cation helping us improve
school room sanitation. Un-
limited opportunities for doing
good and making money. Strict-
ly commission proposition, but
a commission that pays. For
further information address,

Ralph A. Roberts, Northwest-
ern Uanager Charles Smith
Company. Amboy, Wash.

ATTENTION PLEASE ! !

Teachers Discount 10 to 20 per cent if
Ad. is presented at our Two Stores

THE BROADWAY
CLOAK and SUIT SHOP

155 Broadway, near Morrison.

268 Washington St., near Fourth.

POPULAR PRICED Coats,
Suits, Dresses, etc.

The Largest and Most Patron-
ized Teachers' Agency in
the West.

One Agency that Does the
Work of Many.

Wm. Ruffer, A. M., Manager.

/iO£NCY- EMPIRE BLD C. Denver.COLO

gilizedbyCjQQglC

S18

OKIflCK>lf TBAOHBRS MONTHLY

Ackerman attended the Hillsboro
meeting, Mr. Ostlen the Marion
county meeting, Mr. Pittman and Mr.
Butler the Benton county meeting,
and Mr. Evenden the Polk county
meeting. The outline of the plan and
some of the details will be found in
another part of the paper. Suffice it
to say, that in meeting the rural
school problem of Oregon which the
Oregon Normal School has always
tried to do, this week will mark a
great progressive step.

The History Department, under the
direction of Mr. Butler, head of that
department, gave a program for
Washington's birthday. This pro-
gram was of the type which can be
given by the students in their re-
spective schools, and as such was
very helpful. It was also well done,
and a very pleasing presentation of
some of the scenes of Washington's
life.

February 26, following the rural
school week, County Superintendents
Barnes, Smith, Cannon and Crowley
were visitors at the Normal School,
where they witnessed the return cel-
ebration of the rural school people
and participated with their county
groups. These men were enthusias-
tic over the work which had been ac-
complished and much credit for the
success of the previous week can
rightly be given to their hearty co-
operation. They spent the remain-
der of the day visiting classes in the
Normal School.

Prof. F. S. Dunn, of the University
of Oregon, spoke to an appreciative
audience on the "Holy Land," using
stereoptican slides to illustrate his
lecture. Prof. Dunn's intimate
knowledge of this subject, his exten-
sive research into it, and his power
of description, made this lecture ex-
tremely worth while to the students
and towns-people who heard it. The
lecture was given under the auspices
of the Y. W. C. A.

The Normal School was especially
favored when the Lyceum Course
Committee was able to secure a lec-
ture by Miss Ida M. Tarbell. Miss
Tarbell lectured on ''Industrial Ideal-
ism," a topic which perhaps no one
in this country can speak upon with
more authority. Her presentation of
the brighter sides of industrialism,
and the many ways in which the
large industries are benefiting and
revolutionizing society was a revela-
tion to most of her audience. Miss
Tarbell explained the motives back of

such work, showing that it was a
typically American desire for effi-
ciency, and not necessarily any feel-
ing of philanthropy which prompted
this. Underneath, however, MiM
Tarbell found reason to hope for a
brighter day and an equal ability to
share in the result of labor for the
great mass of people of this country.
Miss Tarbell's visit to the Oregon
Normal School will be long remem-
bered and will bear fruit in many
school rooms over the state.

Much interest is being manifested
in the Normal School over the com-
ing inter-collegiate oratorical contest
at Corvallis. In the final tryout Miss
Mamie Radabuagh, of Oakland, Ore-
gon, was selected to represent the
Oregon Normal School, and the stu-
dent body are enthusiastic in their
support, and plan to send a large del-
egation to Corvallis.

During the month the senior class
was represented by Mary Randall,
who took for her subject, "The Use
of the Victrola in the School," and
Mr. R. W. Dobell, who spoke on the
attitude of teachers toward crippled
children. Both of these papers were
splendid presentations of their sub-
jects.

Law Questions Answered.

Attorney Elmo S. White: "What
is the maximum interest which I can
get upon school warrants now held

by me?" Six per cent.

* * «

Attorney Elmo S. White: "How
long after a mortgage is foreclosed in
this state does one have in which to
redeem the property?" One year.

* * *

Attorney Elmo S. White: "When
are taxes payable?" The first half
of all taxes legally levied and
charged to be paid on or before the
fifth day of April following, and the
second half on or before the fifth day
of the next October.

* * *

Mr. White: "What provision of
law is there in Oregon for military
training in the public schools?" The
session of the legislature just closed
passed a bill which will be the law
on and after May 21. 1917, providing
for establishing military training in
the high schools of the state subject
to direction, supervision and Inspec-
tion directed by the governor. Grad-
uation credit is to be given, the
amount to be determined by the
state board of education.

Digitized by VjOOQIC

ORBGOlf TBACHIBRS MOWTHJLY 619

AN OPEN LETTER

To OREGON SUPERINTENDENTS

When your state course of study and your list of state adopted
basic readers don't happen to agree, what are you going to do about It?
Follow the state course of study? Some superintendents do. Follow
the adopted list? Some do this. Adopt readers for yourselves? Some
do this. Perhaps you are one of them. If so, which accords better with
the spirit of your state's contract and the educational law under which
we all work together — to yield to the seductions of "supplementary
exchange" and adopt phonetic systems whose complexities are utterly
foreign to the simplicity contemplated by your adopting board, or to
provide your schools with a newer and more popular series which is
the successful culmination of the work of this same Oregon author?

THE MACMIUAN COMPANY,

619 Second Avenue^ Seattle, Washington
.p. N. Plamondon. P. A. Knowlton.

School of Primary Methods

=^ — =.^TH[IRD YEAR:

Beginning Monday, June 23 and closing Friday, July 4.
Full Ten-Day Sessions.

The building in Portland where the school will be held will be
announced later.

The stubjects of study will include methods in reading, arith-
metiCy language, spelling, story telling, hand work, music, calis-
thenics, and folk dancing. All class room work demonstrated
with pupils. The course will give practical helps tliat can be used
every day.

TXJITION $10

The primary school will occupy the tw^o weeks immediately
preceding the meeting of the National Education Association.
Come prepared to remain over for that meeting.

It is desired to know as soon as possible how many will attend
the school so that a room may be secured of the right size. Send
a postal card soon. Address

MBS. RUBY SHEABEB BBENNAN, 460 E. Bumside St.,
Portland, Oregon.

Digitized by VjOOQIC

County Superintendents' Department

Edited b7 CLYDE T. BONNET, The DaUm, Oregon

Benton County.

During the week of February 19 to
23, thirty teachers from the Oregon
Normal School visited in the county
in twelve different districts.

Supt. S. S. Duncan of Yamhill was
in Benton county during the weeic of
March 12 to 17, visiting. The visit
is in exchange for one to be made by
Supt. Cannon in Yamhill county.

Local teachers institutes have been
held at Monroe and Philomath. At
these institutes the teachers take part
in round-table discussions, wnich
proves very interesting. Local condi-
tions are discussed and phases of
school work regarding individual dis-
tricts where the teachers are teach-
ing are talked over.

Spelling contests are being entered'
into enthusiastically by the schools in
Benton county. Last year in the an-
nual spelling contest no more than
125 were expected to be on hand to
spell, but when the date of May 20
rolled around there were 325 en-
thusiastic boys and girls ready to
spell. The successful spellers had
competition to the very finish. One
girl spelled 2238 words correctly.
This year the annual spelling contest
occurs May 19.

The Luckiamutp Club, which has a
charter signed by Supt. Cannon, has
been organized in the Hoskins school.
The club gave a social entertainment
in November at which $17.40 was
raised, to be used for purchasing of
.school supplies. The Hoskins school
has been second highest in attend-
ance in the county during one month
and had no tp.rdiness for four
months. There are 24 pupils enrolled.
The school building is new and fully
equipped. It was built on the
grounds of the historic old Fort Hos-
kins.

Coos County.

The Parent-Teachers* Association
of Bridge school gave a basket social
on the evening of January 27. It was
a great success and, althougn a
stormy evening, the people turned
out in full force. Fifty dollars was

raised from the sale of baskets and
this will be used for the purchasing
of apparatus. The entertainment
was held in the new gymnasium
building.

On. February 10, a program was
given by the Sumner school children
in the Sumner Hall. It was followed
by a basketball game between Sum-
ner and Marshfield Independents in
which Marshfield won, the score be-
ing 38 to 12. The baskets were auc-
tioned, and luch served in the dining
room to them without baskets. Mrs.
Grace Delmore, the teacher, received
many compliments on the program
rendered and the good time follow-
ing. Forty-five dollars was the re-
turns and it will bo used for school
house improvements, another |4 6 be-
ing on hand for playground ap-
paratus.

Crook County.

The superintendent's office has re-
cently sent out complete sets of flash
cards for primary reading and the
fundamentals of arithmetic.

School work in Crook county hat
been greatly interfered with by an
epidemic of measles and the heavy
snows and severe weather has kept
some of our young people out of
school.

Miss Cowglll, one of the state club
workers, accompanied Supt. Myers to
a number of schools spreading the
gospel of club work. A number of
young people hr,ve shown quite r.n
enterprising spirit in the work.

It is proposed to have the Annal
Track Meet and Declamatory Con-
test in May, but the participants now
will consist of the pupils from Jeffer-
son, Deschutes and Crook Counties.
This Is a continuation of the old
Crook county field day. This year
the event will be held at Bend. In
times past this spirited school day
has attracted larger crowds than any
other holiday or celebration darinf
the year and it is hoped that the
combinr.tion of the three counties
may. If anything, increase the popu-
larity of the day./ ^^^\^

Digitized by VjOOQ iC

OMBGOW TBAOHgRg MONTHLY 521

ATTEND GREGG SUMMER SCHOOL

In PORTLAND, OREGON

SPECIAL EIGHT WEEKS COUBSE FOB TEACHEBS
June 11 to August 10. N. E. A. Week off.

Subjects: OBEOO SHORTHAND (only system in which Oregon
gives examinations), TOUCH TYPEWBITINO,
PALMER METHOD PENMANSHIP (only system in
which Oregon gives examinations), BOOKKEEPING,
ARITHMETIC, METHODS.

EXPERT SPECIALISTS IN CHARGE.

SPECIAL REDUCED RATES FOR ENROLLBIENT NOW.
Write immediately for complete information. Address

Link's Business College

Portland, Oregon

N. B. — You may enroll in our Home Study Department and start
your course by correspondence — NOW.

Adopted by the

State Teachers Reading Circle

HOW TO TEACH THE FUNDAMENTAL SUBJECTS
By C. N. KendaU and G. A. Mirick

Two nationally known supervisors have collaborated io presenting the methods of
instmetion, of study, and of recitation employed in leading schools. The chapters on
reading, composition, grammar, spelling, penmanship, geography, history, oivics, and
hygience, are concretely helpfnl. The book is successfully used in a number of State
Reading Circles.

TYPES OF TEACHINO
By Lida B. Earhart

With an Intrcduction by Henry Suszallo. A classification of different types of
recitation with concrete suggestions for organising and conducting the recitation. Such
chapters as the Assignment of the Lesson, and Training Pupils to Study will prove most
helpful to secondary school teachers for whom the book is especially planned.

For Sale by The J. K. Gill Company^ Portland

HOUGHTON MIFFLIN COBIPANT, Boston, New York, Chicago.

Digitized by VjiJVJ V l^

622

ORBGON TBACHBR8 MONTHIiY

The most active work in the read-
ing circle work is being done thai
we have seen since the scheme was
introduced. The plan of having a
number of books in the superintend-
ent's office, to be loaned to the teach-
ers, has encouraged this more than
any other one thing. Supt. Myers
keeps on hand at least one of all of
these books and of some he has
three or four copies. They are
loaned to the teachers for two weeks
and in some cases longer. He re-
ports that the books are in use all
the time and some of the teachers
in Crook county have read three or
four of them. The money expended
for those books, Supt. Myers claims is
money well spent.

Red Cross drills for the girls in
the Crook County high school are be-
ing tried this year. Dp to the severe
weather the experiment has worked
out very satisfactorily. The girls are
under the charge of two lady teach-
ers who understand this class of
work. It has been particularly effi-
cient In bringing a reasonable
amount of S3rstematized exercise to
those girls who would otherwise not
receive any at all. The boys have
organized a military squad (guns and
ammunition furnished by Uncle Sam)
and have done very efficient work in
their various drills. In connection
with this a military band was organ-
ized which is developing into quite a
musical organization and can now
play a number of good musical se-
lections. Now since the boys have
their military suits, the three drill
days each week have become quite
an important feature. Many of the
townspeople have been visitors on the
campus during these drill periods
and have given the boys much en-
couragement, not only by their pres-
ence ebut by their commendation of
the work, which has been done in an
orderly way.

Jackson County.

Unless the landlady is compelled
to make another raise on the board
bill. Jackson county will be well rep-
resented at the National Education
Association in Portland this summer.

County Judge F. L. Tou Velle pro-
claimed Friday, February 22 Arbor
Day for Jackson county. Severe
storms made it Impossible to plant
trees, shrubbery, etc. on that day,
but in many cases appropriate ex-

ercises were held and the yards will
be made more beautiful later by the
addition of desirable planting.

A writing contest has been under
way in Jackson county for some
time. Papers showing the best skill
of each student are sent each month
to the superintendent's office and at
the close of the contest prizes will be
awarded students making the great-
est improvement during the year.
Mr. A. N. Palmer, author of the
state text will aid in judging the
papers. Much interest is being shown
by both teachers and pupils. Many
teachers who had not previously com-
pleted the course or who did not take
it, are now enrolling for the free
course being offered by the A. N. Pal-
mer Company. Spelling and comjK>-
sition are receiving attention by
means of contests also.

An effort is being made to bring
a large per cent of the schools up to
the requirements for an Oregon
standard school. A series of illus-
trated talks will be given in differ-
ent parts of the county in which
slides of some standard schools of
remote parts of Oregon also a few
from Jackson county will bo shown.
All but a few of the schools of the
county should be able to meet these
requirements. Schools meeting the
requirements since the first of the
year are: Galls Creek. Maude Miller,
teacher; Valley View, W. H. Ash-
craft, Ashland; Pine Grove, Mrs,
Harriet Minthorn, Rogue River;
Foots Creek. Mrs. Bertha McKinney,
Rogue River; North Phoenfx, Alice
Cromar, Medford; Little Applegate,
Mrs. E. E. Sams, Buncom; Crater
Lake. Pearl Gould, Butte Falls.

Lincoln Gomity.

The new law requiring the eight
month term will give the pupils in
thirty-four districts in this county a
much better chance to get the school-
ing they are entitled to, for of that
number, twenty-nine now give a siz
months' term while the other five
get but seven.

Of the sixty-nine school districts
in Lincoln county, that are in good
standing, ten will have summer
schools. Just a few years back, at
least one-half of the schools in the
county held summer terms. In the
near future when all districts have
the eight months' term there will be
but few if any truly summc^ sessions.

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ORBGON TBACHBR8 MONTHLY

52

NORTHWESTERN

TEACHERS'

AGENCY

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Elson Picture Miniatures.

These xninitares are made of paper 3
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productions of the originals. Th« as-
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tures comprising the best of the mas-
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ren can familarize themselves with (he
artist's name and the names of the
best of his pictures. By this means
every child during its sebocl years
may gather a little collection of pic-
tures, and learn to appreciate the

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S24

OREGOM TBACHICRS MONTHLY

There are three standard high
schools in the county and the attend-
ance in them is much better than in
former years. The schools at New-
port and Toledo have each a daily at-
tendance of about one-fourth above
last year. The junior high school at
Newport is holding the pupils in the
school that might otherwise tire of
the grammar grades.

On Saturday, February 17, a local
Institute was held at Newport with
about thirty-five teachers in attend-
ance. ^A good program was carried
out, the main theme of which was
''Little Things." During the noon
hour the domestic science class
served lunch in the dining room of
the high school building.

Multxiomah Oounty.

The first unit of the Multnomah
county teachers institute was held in
the Lincoln high school, Saturday,
March 10, 1917. Reading was the
principal theme of this session.
Miss Sabra Conner of Shattuck
school, Mrs. Jean McCracken and
Mrs. Josephine Lisher of Couch
school illustrated different phases of
eighth, fourth and primary reading
with their respective classes. Miss
Conner's eighth grade class first read
from the Agricultural Readers, new
to the class, to show that the boy or
girl should be able to read intelli-
gently at sight any ordinary page;
then what may be done to lorm
habits of reading was proven when
pupils gave lists of library books read
in a month and selected readings
from Tom Sawyer, The Long Trail,
Autobiography of Franklin, Oliver
Twist and Rebecca of Sunny Brook
Farm. The third part of the lesson
taught a love and appreciation of
poetry, selections being recited from
Longfellow, Lowell, Riley, and
Tagore. The lesson concluded with
an illustration of the use of dram-
atization in the reading recitation,
to teach expressive reading by se-
lections from The King of the Gold-
en River, and Oliver Twist. The
fourth grade reading demonstrated
by pupils under the direction of Mrs.
Jean Park McCracken dealt first
with a study recitation to illustrate
the intensive nxode of dealing with
reading. "The Brook" by Tennyson
was selected and the children pre>
pared for it by a short biographical
and geographical setting. The story
found in the first part of the ppem

was informally told accompanied by
illustrative pictures drawn by Miss
Esther Hawkins of Couch school. The
second period developed a prose se-
lection read at sight. The pupils
read fluently in a pleasant natural
voice with a nicety of pronunciation
and that expression which is the re-
sult of a sympathetic understanding
of the text. Mrs. Lisher amplified
the teaching of interpretation in
reading. She claims that the teach-
ing of true interpretation is quite as
important in the first grade as it is
in the fourth. A part of the time
of each period was given to a de-
tailed dissection of H. C. Bunner's
poem '*One, Two, Three," in Wheel-
er's Third Reader. This explicit in-
terpretation illustrated the value of
the use of simple, standard rules by
which any teacher can be guided in
her preparatory work on the inter-
pretation of a new lesson. It was
shown also that an observance of
these rules might prove the means
of correcting prevalent faults in oral
reading. The last half of each period
was given to class work demonstra-
tion of the value of the art of ques-
tioning by the teacher for the pur-
pose of getting from pupils interested
response and correct expression. At
the assembly in the afternoon the
teachers were given a musical treat
by the Chemawa Indian Orchestra in
native costume. Then Robert Erohn
director of physical culture in the
Portland public schools instructed
teachers in games and plays which
may be used with value in the rural
schools. Marked interest was shown
by visiting teachers and many ex-
pressions of pleasure and approval
were heard. The next unit will be
held Saturday, April 7, 1917.

Polk County.

The zone meetings have been held
through the month as usual and have
been well attended in spite of the bad
weather.

Supt. Crowley addressed the Wom-
an's Club of Independence February
27, on the subject of Industrial Work
in the Schools.

The week of February 19-23 was
Rural Week at the Oregon Normal
and Polk county had twenty-eight of
these student teachers in the rural
schools during that week. The first
of the week the visiting teachers ob-
served the work of the schools but
later in the week, in niost of the

Digitized by VjOOQM

ORBGON TBACHBRS MONTHLY

525

FiSH SCHOOL OF
EXPRESSION

407 Court Street, SALEM. OBEOON

Instruction in Public Speaking,
Story Telling, Interpretation of Lit-
erature, Dramatics, Bible Reading
and General Program work.

Course of Training in the De-
velopment and Training of the
Speaking Voice, Personal Power,
Extempore Speaking, Pantomime,
Stage Technique.

Objects of Training may be Cul-
tural, Professional or Normal.

Natural Methods. Development
Individual and Characteristic.

Tuition either in classes or pri-
vate. Terms upon application.

Address nil inquiries to

BSB8. ANNA BOOERS FISH,

407 Court Street, Salem, Oregon
Phone 1107

New Sanitary Adjustable
School Desk

Hyloplate Blackboard

Write for catalogue of

SANITARY DESKS

Six different kinds

SCHOOLROOM HEATERS

Maps, Olobes, Supplies.

NORTHWEST SCHOOL
FURNITURE COMPANY,

M4-M6 Third St., Portl«nd, Or.

If you want a new or bet-
ter position now is the
time to register in the
Coast Teachers' Bureau.
If you are a worthy^ am-
bitious teacher and en-
titled to a better position
than you now hold, why
not let the Bureau assist
you to secure it? Write
for information.

CHAS. H. JONES, Mgr.,
Salem, Oregon.

J 4-

Summer Courses for Teachers

The University of Chicago

The School of Education

Oonn«fl for elementary scbool teaclieni
Oonrsei for secondery scbool teftchera
Oonrses for iiiperintendenti andinperrlsors
OouTMB for nomutl sdiool teachers
Coureea for college teacbem of education
Some of th«8e courses are advanced courses
leading to graduate degrees; some are ele-
mentary courses leading to certificates or
Bachelor's degrees. General courses in
Education (History, Administration, Educ.
Psychology and Methods). Special courses
in History, Home Economics, Household
Art, I^atin, Modern Languages, English.
Mathematics, Physics, Geography, School
Science, Kindergarten, Manual Training,
and the Arts. Registration in the School
of Education admits to University courses
in all departments.

Summer Quarter, 1917
let Term June IS-Jnly 26
2d Term July 26-Ang. 31
Detailed announcement will be sent upon
application to the
Director of the School of Ednobtion
Information regarding the Graduate and
Undergraduate Departments of Arts, Liter-
ature, and Science, the Divinity School,
the Law School and the courses in Medi-
cine will be sent on application tc the

Dean of the f acultlea

THE UmVEBSITT OF OHIOACK),

Chicago, minolB.

gitbrdbyC^-lOQglfW

6a«

OREGOBT TBAGHBOUI MOHTHLT

schools they did some of the teach-
ing. It was a time of inspiration for
both visitors and local teachers as it
called forth the very best efforts
of all. During the week the various
schools were visited by Superintend-
ent Crowley, Supervisor Moore, Vrot.
M. S. Pittman of the Normal, and
Normal students who are taking the
Supervisor's Course. On Saturday,
February 24. a rally was held at the
Elkins school which was attended by
the local teachers and their visitors.
The work of the week was reviewed,
each visiting teacher giving a short
talk on the things observed during
the week. A delicious luncheon was
served by the patrons of the Elkins
school and in the afternoon a pro-
gram was given. This consisted of
music, readings, addresses by the
county superintendent and supervisor
and a drill and playlet by the Normal
students. All voted the experiment a
success and hope for a longer period
of such work next year.

Union County.

A local institute was held at La-
Grande, February 24, which was in
every way a profitable meeting. About
seventy-five teachers were present
and all went away feeling it was good
to have been there.

It Is hoped that every teacher in
Union County will be able to attend
the National Education Association
in Portland, July 7-14 and enroll as
an associate member. It is surely the
' coming event in educational circles.

Supt E. E. Arant of Union has
been unanimously re-elected and for
a term of three years. Supt. A. E.
Clawson of Elgin has been unani-
mously re-elected and has signed a
contract for two years. Both gentle-
men have had an advance in salary.

North Powder students are enjoy-
ing the splendid new school house
and Supt. Churchill on a recent visit
there checked up the high school and
pronounced it standard. The school
attendance throughout the county
has been lowered by the deep and aK
most impassable snow storms and
drifts.

ing special attention to the grades,
and has now reached a point where
the excellence of the course has dem-
onstrated itself. Particular attention
has been paid to the proper division
of time between regular and special
subjects. Departmental instruction
has been introduced in the upper
grades. The Pendleton plan carries
departmental or Junior high school
methods into the fifth, sixth, seventh
and eighth grades.

Umatilla County.

A. T. Park has been re-elected city
superintendent of the Pendleton
school for another year. Mr. Park
has built up the Pendleton school glv-

Waoco County.

An illustration of harmony in a
school district and appreciation of
truly good work on the part of a
thoroughly competent and very con-
scientious teacher, was recently ex-
emplified in the "Rail Hollow"
school. District No. 36 of Wasco
county. The occasion was the sixtieth
birthday anniversary of Mrs. Lucy S.
Ruggles, the teacher of the district.
Mrs. Ruggles has raised her own
family and is giving the closing years
of her life to improve the citizenship
of the world, through the medium of
teaching. Mrs. Ruggles is a gradu-
ate of Monmouth Normal and a
teacher of wide-spread experience.
The county superintendent insists
that the best supervising a superin-
tendent can do is in the matter of
assisting school boards to secure
thoroughly competent teachers. He
insists further, that some of Wasco
county's best teachers are in the
rural schools. They have been serv-
ing hot lunches in this school and on
this particular day, one of the good
ladies of the district notified Mrs.
Ruggles that the lunch for this day
would be sent up Just at 12 o'clock.
Nearly every man and woman ap-
peared at the school house laden with
the baskets and boxes containing all
kinds of good things to eat as only
farmers' wives know how to prepare
them. Two tables were prepared
reaching entirely across the school
room and the visitors, including
Supt. C. T. Bonney and the children,
stood around these tables and did
full Justice to the splendid lunch.
After the dinner, which was a com-
plete surprise to Mrs. Ruggles, there
was an hour of speech-making In
which the county superintendent,
members of the school board and a
few of the patrons took part. The
meeting was unanimous in favor of
hiring Mrs. Ruggles Q|i_a_ three-year

Digitized by VjOOv IC

ORBGOlf TBACHBR8 MONTHt.Y B27

I

Summer Session 1917

JUNE 11 to JULY 28

Oregon Agricultural College

1. Courses for Teachers.

2. Courses for College Entrance and College Credit.

3. Boys and Girls Short Courses.

4. Preparation for Teachers Examinations.

5. Vocal and Instrumental Music.

SPECIAL mSTBUOTOBS

1. Home Economics

Miss Alice Bavenhill, London, England
Mrs. Mary Schenck Woolman, Boston

2. Manual Training

Mr. Geo. Fred Buxton, Stout Institute

3. Additional Specialists

Will be announced in bulletin and subsequent advertise-
ments.

BEOULAB COLLEOE FACULTY

Instructors from the regular staff include specialists in
Home Economics, Manual Training, Commerce, Agriculture, Art,
Biology, Chemistry, Physics, Education, Economics, Political
Science, Psychology, etc. In all, about one hundred courses
will be offered.

CUT OUT AND MAIL COUPON BELOW

B. D. RE8SLER, Director

O. A. 0. Summer School,
Oonrallit, Oregon.
I Please send eopy of 1917 Summer School Bulletin to mj address. |

I I

I I

1 J

i ■ ''■11L''1**1'*1''1*'1' 1' ' I

>•♦••••<

Cobgfe

Digitized by

528

ORIBGON TBAOHBRS M01fTIiI<Y

contract and at substantial increase
in salary.

Yamhill County.

The Parent-Teacher Circle of
Springbrook, recently held a bazaar,
at which they cleared $109.27, which
will be used for the benefit of the
school.

Mrs. Grace Duren, who has charge
of Lower Gopher Valley school, finds
the new heating plant a great Im-
provement over the stove they used
last year. The plant is giving perfect
satisfaction.

Miss Meda Goodrich, the teacher
in Dupee Valley, is rejoicing with her
pupils over a supply of new and mod-
em seats. The people contemplate
several Improvements in this build-
ing in the near future.

Miss Lula Mae Long, Rock Creek
school, reports that a new water sys-
tem has been installed. This district
has a modern building and now needs
only a heating and ventilating plant
to make it a standard school.

Whiteson, the Waddell school, and
the Durham school met in Whiteson
on Friday, March 2, and gave a splen-
did program by the pupils, while the
patrons and teachers discussed many
matters of interest to the schools.
The manual training department of
the Whiteson school had some splen-
did work on exhibition, and the bas-
ketry by the girls and some by the
boys was certainly a credit to both
pupils and teacher. Dinner was
served in the primary room, and the
social hour, as well as the luncheon
was thoroughly enjoyed by every one
present.

Miss Ruby Alexander, of Deer
Creek is teaching in one of the least
expensive and yet one of the most

modern school buildings in the coun-
ty. A recent fire deprived the dis-
trict of the building they were using,
but the Gopher Valley Lumber Co.
furnished the logs and mill free, and
the men gave their labor, with the
result that in a comparatively few
days the pupils were better housed
than ever in a modem building, light-
ed as it should be and seated as well
as the best. The total cost to the
district was about $100 for furniture,
nails, and windows, and they are now
provided with a building that will
amply serve their purpose for years.

The first rally for the year was
held in Masonville, District No. 13,
Tuesday, February 27. Muddy Val-
ley school and No. 47 joined with
Masonville in the meeting and did
their part to make the day a success.
The Masonville school gave the wel-
come song, after which the remainder
of the morning session was given to
discussions by various patrons and
teachers, and an address by Earl Kll-
patrick, a member of the faculty of
the U. of O. The more serious parts
of the program were interspersed
with recitations and songs by the
pupils of the various schools, which
were thoroughly enjoyed by all vres-
ent. After the noon luncheon,
which certainly gave no hint of the
high cost of living, the afternoon
program was opened by the rally
song by all the schools, and this was
followed by other numbers by the
pupils. Mr. Kilpatrick's second ad-
dress closed the meeting, and every
one present felt that the day had
been well spent. Mr. Kilpatrick has
worked in the rallies in this county
for the past three years, but he al-
ways has something new for his audi-
ence, so the announcement that he is
to address the meetings is always re-
ceived with delight.

Membership in the State Teachers' Association

Membership In the State Teachera*
Association for 1917 begran with Janu-
ary 1. Already a number of teachers
have enrolled for the new year, paying
11.50 for membership including the
Oreeron Teachers Monthly for one year.
Watch the list grow! Those enrolled
to March 15 are as follows:

1 Belle Smith, Qllde

2 Normal School. Emporia, Kans.

3 Marg-aret Thompson, Oregon City

4 Meurion Mudgett, Hoff

5 Mary Vierhus, Oregon City

6 J. Q. WlllitJi. Kerby

7 Herbert Blatchford, Waldport

8 Emma H. Murray, Klamath Falb

9 Marguerite Clark, Klamath FtlU

10 M. Ethel Davey. Mill City

11 Ethel Shaffer, I/ebanon

12 Julia Hamer, Ltutgena

13 Hazel Hall, Turner

14 Hilda Muender, BuUer

15 Bessie McFarland, Prineville

16 Emma Howard, Portland

17 Lillian Koeller, Peardale, CaUf.

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ORBOON TBACUIBRS MONTHLY 629

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URBGOBT TBACHBRS MOKTHI^Y

18 L.. W. Riley. McMinnviUe

19 Verna G. Gardner, Amity

20 Ruth Chamberlain, Portland

21 Mildred N. Tilden, Nehalem

22 Annie Wickman. Marshfleld

23 lAura Johanson, Gllne Falls

24 Martha Skersies, Monmouth

25 Nell Moran. Portland

26 Bessie Parsons* Craw fords ville

27 Rae Langrsworthy, Laurel

28 Lfillian Loretz, Antone

29 W. T. Foster, Portland

30 Ruth Elkins, Canby

31 Cora E. Devor, Goshen

32 Jessie L. Turnidgre, Sheridan

33 Edwin Woodworth, Molalla

34 H. Wayne Keesee, Klamath Falls

35 Buena S. Morgranson, Scio
86 Alma Ij. Absten, Viento

37 Margruerita Andrews, Lostine

38 Mrs. M. E. Stockton, Freewater

39 G. H. Colvin, Haines

40 Sister M. Honor ata. Tekoa, Wash.

41 Elsie Denson, Meaoham

42 Mrs. M. E. Norton, Blachly

43 Frank J. O'Connor, Crescent

44 Guy E. Dyar, Eugrene

45 Helen M. Crump, Airlie

46 Grace Snook, Alicel

47 Arlina A. Pickett, Lewlston, Ida.

48 Leona C. Jackson, Newbery

49 Nellie Herdingr, Astoria

50 Mrs. Joyce L. Hays, Cecil

51 P. C. Liuh, WesterviUe, Ohio

52 Mrs. Helen Garey, Powell Butte

53 Anna V. Caldwell, Roseburff

54 Roberta Rippey, Portland

56 Mrs. Anna Bar see, Edenbower

56 Mrs. Daisy Short. Myrtle Point

57 Ruth Norton, Philomath

58 T. J. Means, The Dalles

59 F. H. Robinson, Port Orford

60 Mrs. Aurle Jewell, Portland

61 Herman Clark, Salem

62 Mrs. Li. Allard, Woodburn

63 Leola Dunham, Cloverdale

64 Esther Suydam, Agrness

65 Alice A. White, Chemawa

66 Will J. Roberts, Vale

67 Josephine O'Liearv, Portland

68 Emily G. Forrester, Portland
89 Ebba Wiren, Astoria

70 Frances Gittens, Culver

71 Ethel A. Hopkins. Mlkkalo

72 Margraret McCulloch, Jackson, Cal.

73 Anna Dovle. Blackfoot. Idaho

74 Mrs. C. E. Goetz, Portland

75 Pres. W. J. Kerr. Corvallis

76 B. B. Lemon. Corvallis

77 C. J, Mcintosh. Corvallis

78 Sister M. Guntllda. Tacoma

79 F. S. Gannett, Salem

80 Fred S. Crowley. Dallas

81 Ruth E. Lutje. Enterprise

82 Mrs. N. A. Sorinprer. Aberdeen, Wn.

83 Oeorere E. Day. Yachats

84 Arleen E. Tilden, Barnesdale

85 Blanche Hubhs, Silverton

86 Mrs. Mae Anderson. Monmouth

87 Joyce Teeters. Monmouth

88 Rosflie Williamson. Corvallis

89 May E. Reeves, Summer Lake

90 Chas. H. Jones. Salem

91 R. H. Powell, Prineville
<)'> Av.T B. Milam. Corvallis
93 N. H. Comlsh. Corvallis
0 4 Jovce Casteel, Flora

95 Adona Cochrane. Salem

?>6 Marv E. Fawoett. Corvallis

97 E. S. Evenden. Monmouth

98 Albert Carey. Norton s

99 E D. Ressler. Corvallis

100 Mrs. M. L. Fulkerson

101 Sherman Shoales, Hubbard

102 Clara I. Lanf?don. Carlton

103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
138
134
185
136
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142
143
144
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146
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152
153
154
155
156
157
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159
160
161
162
163
164
165
166
167
168
169
170
171
172

Lelah Parks, Creswell

J. H. Tompkins, Amxty

Norma Reid, Portland

Mary E. Good, Gresham

Lucile Clark, Kalnier

Mrs. Clara Beach, Klamath Falls

C. Hansen, Cottagro Grove
F. C. Fitzpatrick, Roseburff
Eva Trent, Dayton
Lottie Dimick, Salem
Clara L. Green, Denlo

R. G. Dykstra. Independence
Abbie Coon, Philomath
H. F. Durham, Salem
J. E. Fulkerson, LaGrande
Eliza M. Pearson, Baker
O. C. Bennett, Sherwood
Mabel Barnes, Union
Gertrude Biever, LaGrande
Mrs. Chas. Ritchie, Lakeview
Minnie R. Allen, Monmouth
Belle Barker, Salem
Lane Morley, Talbot
Estella Criswell, Hubbard
W. A. Scott, Albany

D. J. Stelner, Colfax, Wash.
Ethel E. Miller, Post

F. D. Braly, Aurora
W. I. Reynolds, Dallas
Etta Stimpson, Acme
W. B. Youngr, Albany

A. B. Cordley, Corvallis
Mina B. Hubbs, Canby
Wm. A. Fletcher, Buell
Elizabeth Wirt. Willamette

B. S. Wakefield. Creswell
Agrnes Hilary, McMinnville
Grace Hottingrer, Stayton
Eunice Townsend, Molalla
Dominican Sisters. Portland
Rachel Maneman. Klamath Falli
Sara Mark McMinnville
Edith Sherwood. Mill City
Lelah Hevland. Newber?
Oliver Weesner. Newoergr
John Gavin, The Dalles

F. Th or d arson, Bend
Lexle Strahan. Joseph
Grace M. Reed. Milwaukte
Helene S. Big-grs. Burns
6. A. Rurinff. Vale
Mrs. Ada Burch, Berlin
Sabra L. Nason, Pendleton
B. E. Wick. Armingrton, Mont
Lucy Kopan, Hood River
Martha M. Eddlemon. Flora
Myrtle E. Lay. Molalla
La Vine Sheridan. Canby
Isabella J. McCull<^h, Astoria

E. B. Hug^hson, Portland
Clara Rutherford. Canby
Herbert W. Copeland. Pendleton
Sisters of St. Francis. Pendleton
Hazel Mulkey, Vale

Sisters of St Mary, Sublimity
Belle Cologne, Wheeler
Carrie B. Adams, Elffin
Mrs. H. B. Brooks, Corvallis
H. T. Vance. Corvallis
J. F. Brumbaugrh. Corvallis

Friendship is a plant of slov
growth, and must undergo and with-
stand the shocks of adreraity before
it is entitled to the appelation.—
Washington.

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ORBGOM TBSACIUDR8 MONTHLY

Stl

J

*— Ready for a Bird Lesson with the Victrola. Wittenberg. Wis/

Spring is here again, and with it nature's music.

Are your pupils cultivating a knowledge of bird life through the use of

The Victor and Victor Records?

There are records of bird songs, given bv real birds and by famous nature singers.
Children may learn to identify the native birds by hearing their songs repeated by Kellogg
and Gorst. These Victor Records should be in your School Record Library ready for use
during the Spring months:

^Knc7 ( Song of a Nightingal«, No. 2

AKn^ f Song of a Sproasar (Also called

64566 JNigfatiiigalo Song (Zeller) (Bird
10 in.$1.00 I Voices by Kellogg) Alma Gluck

55049
12in.Sl.50

74465 .
12 in.$1.50

64438
10 in.Sl.0O

10 in

64217 /
$1.00 L

Victor XXV

tVTJBO special qootatioii

to achook onljr

When the Victor is not
in nse, the horn can be
placed under the instru-
ment safe and secure
from danger, and the
cabinet can be locked to
protect it from dust and
promiscuous use by ir-
rciponaible people.

LiatontothoMoeldagBird (Sep.
timus Winner) (Bird Voices by
Charles Kellogg) Alma Gluck
Vogol ab Propbat (Bird as
Prophet) (From "Waldscenen"
—Op. 82, No. 7) (Schumann)
(Pianoforte accompaniment by
Percy B. Kahn) Mischa Elman
Retmrn of Spring (Robert

Schumann) Evan Williams

Songs of Oar Natira Birds-No. 1 (Cat-bird; stormy
petrel: cardinal redbird; Jenny or house wren; loon:
red wing blackbird; bobolink; California mountain
quail, and general conversation of the birds of the
marsh) ^ ^, ^ Charlea Kelk>gg

Songs of Our Natira Birda— No. 2 (Ring-dove; gold-
finch (wild canary); wood pewee: blue jay: whip
poor-will; mourning dove; meadow lark; peabody
bird (white-throated sparrow): cat-bird: wood or
, barn-owl; hoot-owl) Charles Kellogg

Songs and Calls of Our Natira Birds— No. 3 (Ameri-
can robin; killdeer; blue ia^; bluebird: wood-thrush:
yellow-billed cuckoo; mocking-bird) Charles Gorst

Songs and Calk of Onr Natira Birds-No. 4 (Kentucky
cardinal or redbird; oven-bird: red-eyed vireo; Balti-
more oriole; mourning dove; Western meadow lark)
,,, , ,^ Charles Gorst

Spring Song (Mendelssohn) (Orchestra with Bird

Calls) Charles Gorst

The Robin's Ratum (Leander Fisher) (Orchestra
with Bird Calls) Charles Gorst

Any Victor dealer will gladly play any of the above selections
for you and supply you with Victor
Educational Literature. For further
information write to the

I 18019
10 in. 75c

Educational Departmant

Victor Talking Machine Co.

Camden, N. J.

Victor

Digitized by VjOOQIC

Oregon Congress of Mothers

By MRS. ELIZABETH HAYHUK8T, IQTQ E. Bnrnilde, PortUnd

Now that the legislature is over,
we are rejoicing over the passage of
several bills that the association was
directly interested in, namely: The
"Universal school suffrage" measure,
introduced by Representative Shel-
don; the "Eight months minimum
school term" bill introduced by Mrs.
Thompson; an enabling act that em-
powers school boards to establish
parental schools when authorized to
do so by the vote of the people, in-
troduced by House Committee on Ed-
ucation; and a "substitute pension"
bill introduced by Senator Huston.

The Congress of Mathers and Par-
ent-Teachers' Association met with
the representatives of the County
Judges' Association and agreed to
substitute rather than fight the bill
to repeal the present law which had
been introduced in the house at the
solicitation of the county judges. In
order to overcome the disastrous ef-
fect of the recent decisions of our su-
preme court which were responsible
for much of the unpopular feeling to-
ward the law, the word "pension"
has been omitted and in the future it
will be known as ''Mothers Aid." The
new law is largely composed ot re-
strictions upon the recipient, and the
mother who now receives the aid
must be very worthy and needy in-
deed. The association accepted the
compromise on the principle that it
will be much easier to get more liber-
al amendments in the future than it
would be to re-enact the law if the
repeal bill had passed, and unfor-
tunately, the law had been abused in
a few cases which the officials
seemed to keep uppermost in their
minds rather than the great amount
of good it was doing — so it is hoped
that the new law will create a more
popular public feeling.

As a tribute to their co-worker,
the Oregon Congress of Mothers and
Parent-Teachers' Aitsociations, to-
gether with the Federated Clubs gave
a banquet to Hon. Mrs. Thompson at
the Multnomah Hotel, February 22,
which was largely attended by rep-
resentative men and women of the
state. Mrs. F. S. Myers was the very
capable chairman, and arranged an
excellent program that was replete
with surprises. Scores went from the
banquet to the Grade Teacher's Col-
onial Party which was another suc-
cess of the same evening.

Members of the state board will
aid Supt. Churchill in preparing a
new hand book on "Parent-Teacher
Work" that is expected to be ready
for distribution at the opening of the
fall term. With t^is splendid co-op-
eration it is hoped that Oregon will
head the list in the states making
the most progress in the Parent-
Teachers* Association work.

The vacant lot movement that was
started in the Portland Council of
the Parent-Teachers' Association iw^
years ago has grown to quite large
proportions. The city government
now recognizes the merit of it and is
aiding to the extent of plowing the
lots for the needy and will furnish
300 sacks of seed potatoes free as
well as aid in the distribution of
seeds that are coming from the gov-
ernment. Prof. Bouquet of O. A. C.
and School Gardener L. A. Read will
a*d in the supervising. This is the
highest type of charitable work as it
helps the needy out of their poverty
rather than help them in it.

The president, Mrs. Geo. McMath,
and the treasurer, Mrs. A. Bonham,
are planning to attend the Notional
Convention of Congress of Mothers
and Parent-Teachers' Association
that meets in Washington; D. C,
April 24 to May 4.

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<Uaa^ \^^ 1^3^

OREGON TEACHERS MONTHLY

The Official Journal of the State Teaehers' Assooiation

— »-

Vol. XXI SALEM, OREGON, MAY, 1917 No. 9

Publifhed Monthly Except July and August by the State
Teachers' Association

Entervd at the Pottoffiee at Salem, Oregon, at teeond-dau mail matter, April 1, 1898.

BDZTOaiAX. BOABD

H. D. SHELDON, School of Education, UniTertitj of Oreffon, Eugene

E. F. OARLETON, Anistant Superintendent of Public Inetruction, Salem

O. T. BONNET, County School Superintendent, The Dalles

R. E. OHLOUPEK, Director Manual Training, Pendleton.

O. O. DONET, President Willamette UniTeriity, Salem

E. S. EVENDEN, Department of Education, Oregon Normal, Monmouth

MRS. M. L. FULKEBSON, Institute Instructor, Salem

GEORGE W. HUG, City Superintendent, McMinuTille

HOFKIN JENKINS, Principal Jefferson High School, Portland.

MISS YIOLA ORTSCHILD. President Grade Teachers' Association, Portland

B. D. RES8LER. Department of Education, Oregon Agricultural OoUege, Corrallis

MISS LILLIAN TINGLE, Supervisor Domestic Science, Portland

0HA8. H. JONES, Business and Managing Editor, Salem

BUUBS OF FUBUOATIOK

1. The mailing label on the Oregon Teachers Monthly shows the date to which rabserip-
tions are paid.

2. The Oregon Teachers Monthly will be sent to subscribers until ordered discontinued
and all arrearages are paid.

8. Notice of change of address should be giren at once, naming both old and new
postoffiee.

4. When renewing, always state that subscription is a renewaL

5. The subscription price, including membership in State Teachers* Aaaoeiation, is |1.60
a year in adrance. Single copy, 20 cents.

6. AdTortising rates will be furnished on application.

Address all communications to Oregon Teachers Monthly, Salem, Oregon.

Editorial Notes

We desire to call attention to the list of committees for investigations
announced later in this issue. The personel of these bodies as well
as the importance and scope of the subjects should arouse the interest
of all members of the Association. This interest may well take prac-
tical form, in the shape of letters and suggestions to the chairmen of
the various committees. With such a variety of subjects to choose
from, including as it does minimum salaries, training of teachers,
promotion of thrift, sex hygiene, retardation in rural districts, it
should be possible for every member to contribute points of value

from his 'experience. — S.

• • • •

One of the least satisfactory achievements of the last legislature
Was the enactment of the law reducing the term of school director in
first class districts from five years to three. While on the surface this
move was a cheap appeal to popular democracy, its real motivation
was very different, being an attempt to score a point in a local feud
agitating one of our leading communities. The administration of
schools is a business and like every other business demands both

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584 OREGOW TBAOHKM MOWTHliT

experience and expert knowledge. Few men have enjoyed the advan-
tage of this particular type of experience before election, at least one
or two years must intervene before efficiency is reached. By the new
law, a member is dropped from the board just after he has mastered
the situation; it insures a majority of inexperienced members on the
board. An appropriate title for this law would have been, **An act
to secure inefficiency in the administration of the larger school systems

in Oregon." — S.

• • • •

The report of the Committee on Military Training of the Department
of Superintendence is in many respects a timely and useful document
It contains a clear-cut account of the systems of military training now
in use, a discussion of the physical values of military training and a
warning against expecting very much in the way of real service from
the training of boys under eighteen years of age. The last point
mentioned is one of some importance as there seemed to be a tendency
to overestimate the value of military training for school boys. Not-
withstanding the serviceability of the report, one must confess to a
disappointment at the tone of the committee. There is no bugle call
to action, no recognition of the part which cadet corps play in arousing
public opinion; the report is too predominantly negative. In fact it
smacks of that invertebrate pacifism which for some years unfortu-
nately characterized the public utterances of the National Education
Association but which that organization repudiated last year in

New York.— S.

• • • •

This issue of the Oregon Teachers Monthly finds United States at
war with the most aggressive and best organized nation of the old
world. It must be remembered that this war has been forced on us
against our will by tactics which no self-respecting nation could
tolerate. Nor should it be forgotten, that the cause of political liberty
and fair play is bound up with the outcome of this struggle; victory
for the United States and its democratic allies in Western Europe
means freedom throughout the civilized world, in Berlin and Vienna
as well as in London, Paris and Petrograd. This being the case, we
can cheerfully bear the privations and sufferings entailed by war.
The unanimity with which the entire American people are supporting
President Wilson shows how thoroughly our national ideals have
permeated every class of society and every section of thq country.
In bringing about this desired result no element has been more influ-
ential than the public school system. This war with its quickening of
the public pulse and its elevation of public opinion to a loftier plane
of nationalism, is a great opportunity for the school teacher. — S.

• • • •

Every teacher should make the most of the present opportunity to
teach patriotism. Open every school day with the salute to the flag
and the pledge of allegiance. There may be a question as to the ad-

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ORBGOH T1DACHSSR8 MONTHLY

visability of discussing the issues involved, particularly in the lower
grades. The writer believes that our government's position in this
war should be presented to the pupils of the junior and senior high
schools as a part of their civic education. If the presentation is made
without rancor and in the spirit of President Wilson's message, only
good can result. However that may be, all of us are Americans and owe
allegiance only to the Stars and Stripes. It is proper that teaehers
and pupils should respond to the country's call with enthusiastie
loyalty. Our emotions are rightfully stirred with love of country and
we should be ashamed were it otherwise. But emotional response is
not enough. There must be action. Every teacher and every child
max ** serve his country." Our government's program of preparedness
includes practically every activity, public and private. We may do
our teaching, our studying, our ordinary household, shop, store, field
and other daily duties for our country. Give every child something to
do. Let him feel the thrill of pride in loyal service. At the time this
is written, a great shortage in farm labor is foreseen, imperiling the
food supply through failure to get the crops planted. Here is an
opportunity for the larger and more mature boys in the upper grades
and high school to volunteer for service in our industrial army. Con-
scription may even be necessary. The production and conservation of
food is vital to both the combatant and non-combatant. The girls can
be used in harvesting and preserving fruit and other crops. It is
probable that this service may call out from school some of our pupils.
This may not be as heroic as the call to the front, but the service is
none the less vital and may be performed in the same spirit. — R.

• • • •

A resolution was adopted at the annual meeting of the Inland
Empire Teachers' Association in Spokane in which the teachers of the
four states accepted a special responsibility for the success of the N. B.
A. convention in Portland next July. In addition to urging the teaeh-
ers of Idaho, Montana, Washington and Oregon to take out member-
ships and attend the convention, it was resolved that the teachers of
the Inland Empire accept the obligation of hosts to the teachers of the
other states. This is the first time in the sixty years' history of the
National Association that its annual convention has been scheduled
within the borders of the Inland Empire and Portland and Oregon's
invitation to make it a ** family affair" was enthusiastically received.
Reports from Washington, Montana and Idaho indicate that Oregon
will be hard pushed in the race for advance memberships. There are
actually more teachers in Washington than in Oregon within a given
radius of Portland and our neighbors on the north are very mneh
awake. So far as the Executive Committee of the N. E. A. is con-
cerned, Oregon's generosity in sharing the honors of host with her
neighbors will not relieve lier of any responsibility in the matter of
memberships. State Superintendent Churchill is highly pleased with
the response to the campaign from his office and he is confidently?'

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SS< ORlOGOlf TBAGHERS MONTHIiY

relying upon Oregon to equal or surpass the great record of Utah at
the Salt Lake meeting of 1913 when 108 per cent of her teachers were
enrolled. Only one other record above 50 per cent has been made and
that was 86 per cent by California in 1888. Can we finish one, two,
three t—R

• • • •

"Fear, the great destroyer of standards," is one of the principal
reasons for the unprofessional attitude which many teachers take
toward their contracts. It is often the fear that no position will be
secured for the next year which causes the premature signing of a
contract and its subsequent breaking, when a more desirable opening
may have come. It is often the fear of the teacher under contract
for another year in a place where she does not wish to teach perma-
nently, but where she is just beginning to be a constructive force, that
if she does not accept the offer of another position, she may never get
another opportunity to advance. These and other similar fears, en-
gendered oftentimes by consciousness of inefficiency or lack of prep-
aration have caused teachers to be very selfish in their attitude toward
a contract. In no other business are so many contracts broken. In a
great majority of cases this is done by the teacher, who goes unpun-
ished because of a community's loathness to have enforced unwilling
service. It stands to reason that school boards will be interested in
the merited advance of teachers and will not only not hinder but will
aid whenever they can without jeopardizing the best interests of those
they serve. The state has put its endorsement on the effort to check
this lack of conscience in regard to a signed contract by passing Senate
Bill 270, which prevents any teacher, after signing a contract, from
resigning within thirty days before the term of school begins or at
any time during the year without the unanimous consent of the school
board. Let Oregon's further professional growth in this matter be
voluntary rather than law imposed. — ^E.

• • • •

In the great undeveloped West the promises of the future lie in the
development of its natural resources, most of which are obviously in
the thinly settled districts ministered to educationally by rural schools.
It is therefore a source of gratification to those interested in the
economic development of Oregon to realize that at last the rural schools
are beginning to come into their heritage. The active interest of the
State Department, the standardization of rural schools, the careful
attention of most of the county superintendents to their rural problems,
the additional supervision of the county supervisors, the work of the
Extension Department of the Oregon Agricultural College, the em-
phasis placed on the preparation of rural teachers by the Oregon
Normal School, the industrial club work, the increasing of the minimum
school term to eight months, the raising of standards of preparation
for teachers, and other similar movements are rapidly increasing the
efficiency of these smaller schools. Now comes the additionally grati-

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ORBGOW TIBAOHIDIIS MOyTMLT fit

fying news that the Executive Committee of the State Teachers^

Association at its recent meeting appointed as one of its researeli

committees a committee to investigate rural school conditions, espeei*

ally those pertaining to the very important factors of ventilation and

minimum salary. The report of this committee promises to be of more

than state- wide interest and of immense practical benefit. If this com-

mitee should in any way give you the opportunity to aid it in its study

of this problem, do so willingly and conscientiously, feeling that it ia

our problem. — ^E.

• • • •

Governor Withycombe's appointment of the Textbook Commission
is most gratifying to the teachers of Oregon. He has recognized the
value of professional and expert opinion in the selection of the booka
which form the basis of instruction in the public schools. The majority
of the commission is composed of teachers who are now and for many
years have been active in the work. All the members are entitled to
the respect and confidence of the teachers and general public as well.
The governor has exercised unusual care and discrimination, doubtless
due to his own appreciation of the importance of the work based on
his personal experience as a teacher. Speaking for our profession we
express our heartiest appreciation of the service rendered the boys
and gils and of the recognition accorded the teachers. The personnel
of the commission is as follows: Miss Margaret J. Cosper, primary
supervisor in Salem Public Schools ; Mrs. A. E. Ivanhoe, superintendent
Union County Schools ; Mr. P. A. Tiedgen, superintendent Marshf ield
Public Schools ; Mr. A. C. Schmitt, banker, Albany, also former teacher
and college professor ; Mr. Harrison 6. Piatt, attorney-at-law, Portland,
— B.

Minutet of the Executive Committee

By E. D. BESSUSBt Secretary-Treasurer

Pursuant to the call of the chairman, the first meeting of the Ex*
ecutive Committee of the Oregon Teachers' Association for 1917 was
called to order in the office of the State Superintendent of Public
Instruction, Salem, at 10:30 a. m., March 17, 1917, by the chairman,.
Supt. G. A. Briscoe of Ashland. Other members present were Supt. Mrs.
A. E. Ivanhoe of Union county ; Principal W. T. Fletcher, James John
High School, Portland; Dean H. D. Sheldon, University of Oregon ;^
State Superintendent J. A. Churchill, Salem; Assistant State Superin-
tendent E. T. Carleton, Salem. Members absent were Mr. J. Percy
Wells, Jacksonville, and Principal E. H. Whitney, Ockley-Qreen School^
Portland. Acting Secretary E. D. Ressler was present by invitation of

fSS . ORBGOy TEACHBRS MOWTHIiT

Chairman Briscoe. Minutes of the last meeting of the Executive Com-
mittee for 1916 were read and approved.

Chairman Briscoe announced that he had appointed H. D. Sheldon
BS delegate and J. A. Churchill as alternate to the League of State
Teaehers' Associations at the annual meeting in Kansas City, Mo.»
February 26-March 3. Delegate Sheldon reported that he had attended
the meeting and participated in the deliberations. Some of the state
associations were organized along similar lines to that of the Oregon
Association and others were planning re-organization. Valuable ex-
periences in the operation of the various associations were exchanged
and formal papers presented. The chairman continued Mr. Sheldon's
Appointment as delegate to represent the association at the next meet-
ing to be held in connection with the N. E. A. convention in Portland
July 7 to 14, 1917.

The question of State Headquarters for the N. E. A. convention in
Portland was discussed at length. On motion of Mr. Churchill, it was
ordered that an appropriation of $75 be made and a committee of
three appointed to assist State Director Plummer in maintaining head-
quarters. Chair appointed Mr. Fletcher, Mrs. Ivanhoe, and Dr. Sheldon.

The next order was the discussion of the appointment of committees
to make educational investigations and report at the annual convention
of the State Association. On motion of Mr. Sheldon, chairman was
authorized to appoint a committee of five to prepare a plan for School
Credit for Private Music Study. On motion of Mr. Carleton, chairman
was authorized to appoint a committee of nine on Standardization of
Baral Schools. On motion of Mr. Carleton, chairman was authorized
to appoint a committee of seven on Certification of Teachers foi» High
Sehool and Elementary Grades. On motion of Mr. Sheldon, chairman
was authorized to appoint committee of nine on Thrift. On motion of
lir. Churchill, chairman was authorized to appoint committee of nine
to continue work on Teachers' Retirement Pimd. On motion of Mr.
Sheldon, chairman was authorized to add to the committee on Retarda-
tion three members and to direct committee to consider also the prob-
lem in rural schools. On motion of Mr. Churchill, the chairman was
authorized to appoint a committee of nine on Social Service.

On motion of Mr. Sheldon it was ordered that precedence be given
to the committees on Standardization of Rural Schools and Certifica-
tion of Teachers in the discussions of the Representative Council at
the annual meeting. On motion of Mr. Sheldon, an appropriation of
$50 was made to defray necessary expenses of all committees ap-
pofaited, with the understanding that the respective chairmen secure
unthorization of the chairman of the Executive Committee before in-
.enrring any expense.

A recess for luncheon was taken at 12 :15 p. m. Session resumed at
1:30 p. m., with Chairman Briscoe in the chair. On motion 0f Mr.
•Carleton, the hours of 9 :30 to 12 m. were selected for the farcmMm
ion of the department program of the annual convention of the

ORKGOW TBACHB8M MOWTHLY 63*

State Teachers' Association; for the afternoon session, 1:30 p. m. to
4 p. m. The motion also directed that the department programs be
limited to three papers of 20 minutes each, with 30 minutes for discus-
sion. On motion of Mrs. Ivanhoe, the dates December 27, 28, and 29,
1917, were selected for the annual convention. (The constitution fixes
Portland as the place).

The chairman announced the appointment of Mr. Sheldon, Mr.
J^'letcher, and Mr. Carleton as the Finance Committee in accordance
with the provisions of the constitution. On motion of Mr. Carleton, the
expenses of this meeting of the Executive Committee were authorized.

After prolonged discussion of ways and means of increasing the
membership and strengthening the work of the association, on motion
of Mr. Sheldon an appropriation of $10 was voted for use of the presi-
dent in organizing a campaign for memberships in the association. On
nomination of Mr. Sheldon, E. D. Bessler, Corvallis, was elected Sec-
retary-Treasurer, without salary. On motion of Mr. Churchill, the
chairman was authorized to appoint an editorial board for the Oregon
Teachers Monthly, official organ of the association.

On motion of Mr. Carleton, committee adjourned at 3 :45 p. m.

REPRESENTATIVE OOUNOIL COMMITTEES FOR 1917

1. Social Service — Supt. R. W. Kirk, Tillamook, chairman; Prof.
B. W. DeBusk, University of Oregon ; Supt. B. A. Adams, Lakeview ;
Supt. J. E. Dunton, Lebanon ; Supt. Daniel Hull, Grants Pass ; Rev. W.
G. Elliot, Jr., Portland; Prin. S. P. Ball, Portland; Prin. H. K. Shirk,
Burns; Supt. A. T. Park, Pendleton.

2. School Credit for Private Music Study— Supt. J. 0. McLaughlin,
Hood River, chairman; Mrs. Thomas Carrick Burke, Portland; Supt.
L. B. Gibson, Hood River ; Miss Mary Hohan, Oregon Normal School ;
Miss Jessie B. Miller, Salem ; Prin. C. R. Bowman, Klamath Falls.

3. Standardization of Rural Schools — (This committee to make a
study and report upon what has been accomplished in standardizing
the rural schools in Oregon and what further requirements should be
established along the following lines: (a) Qualification of teachers;
(b) Minimum salary; and (c) Heating and Ventilation.) — Mrs. M. L.
Fulkerson, Salem, chairman; Supt. W. W. Austen, Hamilton; Mr. R.
P. Burkehead, Shaniko ; Supervisor Floyd D. Moore, Dallas ; Supt. W.
M. Smith, Salem ; Asst. State Supt. E. F. Carleton, Salem ; Supt. Fay
Clark, Vale; Miss Jean Byers, Macleay; Supt. J. E. Calavan, Oregon
City.

4. Thrift — Supt. F. J. Tooze, Oregon City, chairman; Mr. J. W.
McCoy, Ashland ; Supt. C. T. Bonney, The Dalles ; Mr. Thomas H. West,
Ladd & Tilton Bank, Portland; Miss Gertrude Orth, Portland; Dean
J. A. Bexell, Oregon Agricultural College; Mr. Luke Goodrich, First
National Bank, Eugene; Supt. A. C. Strange, Baker; Mr. Jos. H.
Albert, Capital National Bank, Salem. / ^^^\^

' '^ Digitized by VjOOQIC

B40 ORBOON TBAOHIBIIS MONTHIiY

5. Certification of Teachers for High Schools and Grades— (This

committee to investigate certification laws in other states and make
recommendations for Oregon certification, with a special reference to
the question, ** Should a standard university graduate be certified to
teach in the grade schools, or should there be si)ecific preparation for
the sort of service a teacher is to render T') — Supt. P. A. Tiedgen,
Marshfield, chairman; Supt. B. W. Barnes, Hillsboro; Miss Winifred
Dennis, Portland; Miss Lucile Davis, Portland; Supt. Geo. W. Hug,^
McMinnville; Miss Gertrude Engle, Ashland; Prin. J. F. Elton, Astoria/

6. Teachers' Retirement Fund — Supt. R. L. Kirk, Springfield, chair-
man; Supt. Alfred Powers, Oakland; Miss Ida M. Smith, Eugene;
Supt. I. E. Young, Pendleton; Supt. W. C. Alderson, Portland; Supt.
John W. Todd, Salem; Miss Hallie Thomas, Portland; Supt. Q. W.
Ager, Jacksonville ; Miss Margaret J. Gosper, Salem.

7. Retardation — Supt. C. W, Boetticher, Albany, chairman; Supt.
V. Meldo Hillis, Medford; Supt. C. A. Rice, Portland; Supt. H. H.
Hoffman, Heppner ; Supt. R. E. Cannon, Corvallis ; Supt. C. A. Howard,
Coquille ; Supt. F. Thordarson, Bend ; Supervisor E. R. Peterson, Jack-
sonville; Supt. F. B. Fagan, Moro; Prof. F. L. Stetson, University of
Oregon.

Some Stress Points in the Teaching of Arithmetic

By H. 0. OSTIEK, DepartOMiit of ICaihenutlcs, Monmontb

Why study arithmetic ? The answer given to this question a genera-
tion ago differs materially from the answer we give to the same
question today. I shall not stop to consider the answer of a generation
ago; this is only interesting as history. But the answer we give to
the question today is much to the point, hecause the content of that
answer is the big factor in shaping and directing our teaching of the
subject. A clearly defined and spacific aim is a fundamental necessity
in efficient teaching.

What then is our answer today to the question: Why teach arith-
metic? What should be the dominant aim in teaching this subject in
the elementary schools? Whether our aim is ultimately the best or
not, I am not prepared to say, but at present we are answering the
question after this fashion: Aim — To attain an accurate and ready
knowledge of number and the number facts and processes and to apply
this knowledge as an efficient business man does to the solution of
such problems as one may meet in life. This aim, as you see, is
strikingly utilitarian. But that is a quality that seems to mark most
of our school work these days.

In analyzing this aim it is seen to be a dual one : First, gaining a
knowledge of the number facts and processes, and second, making an

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ORBGOIf TMAOHIBIIS MOlfTMLT Ml

application of this knowledge to the solution of problems. The logical
relation of these two elements is that of a means to an end ; the second,
the end; the first, the means through which the end is attained. A
knowledge of the number facts and processes has no value in itself;
its value is found in its application.

Our best teaching today has this order of procedure: (1) Learn a
number fact or process; (2) Follow this closely by applying the fact
or process learned to the solution of such concrete problems as hold
the interest of the pupil and are in content well within his mental
grasp. In our State Course of Study the arithmetic work of the first
five grades is given over very largely to a mastery of these number
facts and processes in integers and fractions, the last three grades to
an application of this knowledge to the solution of such classes of
epncrete problems as, in our judgment, have a maximum practical
value.

The main task in the first five grades is that of mastering (1) the
reading and writing of numbers, (2) the forty-five addition combina-
tions with their corresponding substractions, (3) the multiplication
tables with their corresponding divisions, (4) the four fundamental
processes of addition, substraction, multiplication, and division, in
both integers and fractions. Some additional work is provided, such
as a study of the units of time, value, capacity, weight, length, area,
and volume. But the main purpose of this provision is to supply
problem material. These number facts and processes make up the
pupil's kit of tools in arithmetic, for that is what they are, tools with
which he does his work.

By constant and painstaking practice the apprentice learns to handle
his tools with skill, ease, and certainty, and with the efficient work-
man, the movements in handling approach the automatic. In much
the same way must the pupil master these number facts and processes.
They must be so thoroughly learned that their handling will be with
an ease and certainty that approaches the automatic. The result should
be seen or the operation performed with a minimum of conscious effort.

The business world is prone to find fault with our school product
for lack of accuracy and for failure to do work in a business-like way.
Doubtless in many cases this charge is well grounded. Better work
on our part will help to remove it. Much of the trouble is due to
the failure of the pupil to master thoroughly the number facts and
processes. Let us consider some of these causes of failure. The most
prominent one is due to lack of proper drill. Drill work is usually
the most difficult work the teacher meets in arithmetic, that is, efficient
drill work. The very nature of drill makes it difficult to hold the
interest of pupils, and listless drill accomplishes little. Pupils must
be kept mentally alert. "Everyone on his toes'' is the quality that
should characterize drill. Switch frequently from individual to con-
cert drill, but remember that individual drill alone will fasten indi-
vidual responsibility. Drill on small units of work at a time : for ex-
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542 OREGOy TJBACHIPm MOWTBaLT

ample, take only three or four number combinations, and, by varied
drill, see that they are mastered. And, above all, after intervening
work, bring them up over and over again. Do not delude yourself with
the notion that since a pupil knows a thing today that he will readily
remember it tomorrow. The teacher's ingenuity and resourcefulness
will be taxed to give variety to drill. Number games, devices, and
individual and group contests are very helpful. Another cause of
failure is due to a lack of neatness and order in doing work. Prom
the start pupils should be taught to do their work in a neat and orderly
manner. These qualities are matters of habit, therefore constant
watchfulness, direction, and suggestion are necessary on the part of
the teacher. To break up the habit of doing careless and disorderly
work is one of the teacher's difficult tasks. It is often easier to form
correct habits than to break up incorrect ones. See that figures are
correctly formed and that work is put down with system and order.
Try adding a zigzag column of figures in which you are not sure
whether a certain figure is a 1 or a 7 and see how you lessen your
chance for accuracy. Still another cause of failure is due to a lack
of placing proper emphasis on accuracy. Some teachers are satisfied
apparently with results nearly correct. They accept an answer correct
within 2 cents, forgetting that the same error in computation in some
other part of the work might have shown an error of $2000. Almost
right in arithmetic is wrong. Also do not forget to have pupils form
the valuable habit of checking their work; the business man always
does .this. Finally : In the work of the first five grades, the core of
Which is the mastery of the fundamental number facts and processes
(the pupil learning to handle efficiently his kit of tools) the ever-
present aim of the teacher should be to secure on the part of the
pupils accuracy, speed, ease and skill, and neatness, order, and system
in all written work.

If the pupil can handle efficiently his kit of tools of arithmetic, then
his success in the solution of practical problems is fairly well assured.
But af the best many difficulties arise, and, for one reason or another,
pupils fail in the solution of concrete problems. Let us look at some
of the causes of failure. Often pupils fail because of their inability to
grasp the content of the problem. Problems should be such as hold
the interest of the pupil ; and also, as far as possible, such as can l>«
brought within the pupil's experience. When a new topic is to be
taken up for study every effort should be made to give the topic its
proper business and social setting. For example : Before the problems
in banking are worked, a study of banks should be made, a bank
visited, if possible, and the nature and scope of its business learned;
and the different blanks used should be shown and explained. In
this way the content of problems may be brought within the experience
of pupils.

More often pupils fail in the solution of problems because of their
inability to discover relations. This is usually their stumbling block.

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OIUSCM>H TBACHBRS MONTHLY 64j|

and unfortunately, it is also the point on which it is most difficult to
^ve instruction. These suggestions may help : (a) Problems in a new
topic may be presented objectively, orally, reading by pupil, (b)
Pupils must be led to discover the proper relations of the numbers in
the problem by a logical sequence of questions asked an answered.
Proper questioning in these cases is an art that many teachers have
yet to learn. It is, in fact, the heart of this whole matter of leading
pupils to discover the correct relations in a problem. Many times the
questions asked by the teacher tend to confuse rather than to properly
direct the thought of the pupil, (c) Time may be saved and more
problems studied by giving the class period to an analysis (getting
the ** position") of problems, and having pupils make the computa-
tions outside class time, (d) Emphasize the oral solution of problems,
(e) Train pupils in the separation of complex problems into their
several simple problems, (f) Train pupils to do independent work.
(g) Teachers should recognize that problem solving is a process of
deductive reasoning and when explicitly stated takes the syllogistic
form. For example — If one pencil costs 5 cents, what will three pencils
costf Major premise, 3 pencils cost 3 times as much as 1 pencil; minor
premise, 1 pencil costs 5 cents; conclusion, therefore 3 pencils cost 3
times 5 cents, or 15 cents. Of course problems are not to be solved
as above, but the principle on which the major premise depends should
be understood. Pupils can be led to discover these principles by
proper questioning, (h) Do not neglect this important rule of the
business man : Estimate your answer ; ask yourself the question, * * Prom
the conditions of the problem, is my answer a reasonable one?'' (i)
Lastly, put a premium on clear thinking. It doesn't hurt pupils to
think ; they enjoy it.

Cheerfulness And Mirth.

I have always prefen*ed cheerfulness to mirth. The latter I consider as
an act, the former as a habit of mind. Mirth is short and transient, cheerful-
ness fixed and permanent. Those are often raised into the greatest trai^sports
of mirth who are subject to the greatest depressions of melancholy. On the
contrary, cheerfulness, though it does not give the mind such an exquisite
gladness, prevents us from falling into any depths of sorrow. Mirth is like a
flash of lightning, that breaks through a gloom of clouds and glitters for a
moment; cheerfulness keeps up a kind of daylight in the mind, and fills it
with a steady and perpetual serenity. — ^Addison.

Love Is liife's End.

Love is life's end; an end but never ending;
All Joys, all sweets, all happiness awarding;
Love is life's wealth; ne'er spent but ever spending;.
Love' life's reward^ rewarded in rewarding.
Then from thy wretched heart fond care remove.
Ah! slumldst thou live but once love's sweet'st to prove,
irllt not love to live unless thou live to love.

— ^Edmui^d

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Educational Measuremoib

By C. A. aBEaOBT and F. 0. ATSB, University of Oregon

The following list of educational tests is here submitted to assist those
teachers, who, in the past, have been unable to secure them because they
did not know what tests were available and where they could be secured. The
list is not complete but it is fairly representative of those tests that have been
more or less standardised.

Perhaps a few words of caution will be appropriate at this time. (1>
Educational tests are not a panacea for all educational ills. (2) They are
used in diagnosis, only. Just as a physician must, sometimes, make several
tests before the real ailment is discovered, so it is, many times, necessary to
give more than one educational test to discover the real school ailment.

(3) When a test is made and a school is found to be below standard, a rem-
edy should be applied and the school tested again to see if Improvement has
been made. Hence, at least two tests are necessary to discover progress.

(4) Tests that are to be compared with standards must be done under
standard conditions and unless they are done in that way, erroneous con-
clusions will be drawn. (5) Those unskilled in the use of tests should be
careful and conservative in comparing the results of tests in their own
schools with those in other schools.

Perhaps the best single book giving tests in the fundamentals with a
discussion of them is "Educational Measurements'' by Daniel Starch, pub-
lished by the MacmlUan Co., San iji'rancisco, California, 1916 edition. This
book gives from one to three tests in each of the following subjects: Read-
ing, writing, spelling, grammar, arithmetic, composition, drawing, Latin.
German, French, and physics. Two chapters of the book are devoted to
**Marks as a Measure of School Work" which are very helpful and suggestive
to teachers for grading examination papers.

Gray's Reading Tests — Address William B. Gray, Schcol of Education.
University of Chicago, Chicago, 111. (oral-reading tests with directions and
score sheets, 10.50 a hundred; silent-reading tests, |0.50 a hundred; state
number wanted for each grade when ordering.) Read "Measuring the Work
Gf the Public Schools," by Charles H. Judd, Cleveland Foundation, Cleveland,
Ohio.

Tlie Kansas Silent Reading Tests, Designed by F. JT. Kelly — Address
Bureau of Educational Measurements and Standards, Kansas State Normal
School, Emporia, Kansas. Test 1 is for grades III, IV, and V; test II, for
grades VI, VII, and VIII; test III, for grades IX, X, XI, and XII (price
including directions and record sheets, $0.33 a hundred.) Read "The
Kansas Silent Reading Test," by F. J. Kelly, Journal of Educational
Psychology, February 1916. ,

Courtis Arithmetic Test, Series V — This test consists of a series of
examples in each of the four fundamental operations. Address S. A. Courtis,
82 Eliot Street, Detroit, Michigan (price for tests, instructions and record
sheets for a class of forty children, any grade from III to VIII, $0.35.) Read
*'A Manual of Instuctions for Giving and Scoring the Courtis Standard Tests"
(price 10.75.)

Ayres' Handwriting Scale — Address Russell Sage Foundation, Division
of Educational Research, New York City (scale, 10.06 a xopy: descriptive

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OmBGOlf TlilAC?HBR8 MOBfTHIiT Sit

bulletin, entitled "A Scale for Meaeuring the Quality of Handwriting of
Children," 10.05 a copy.)

Thonidike*s Hiuidwrlting Scale — ^Address Bureau of Publications, Teach-
ers College, Columbia University, New York City, (handwriting scale, $0.08
a copy; handwriting scale with samples for practice and record sheet, $0.20
each.) Read "Handwriting," by E. L. Thorndike, Teachers College Record,
March. 1910.

' Ayres* Spelling Scale— Address Russell Sage Foundation, New York
City (scale, $0.05 a copy.) Read "A Measuring Scale for ability in Spelling,"
by Leonard P. Ayres. Russell Sage Foundation, New York City.

Harvard-Newton Compositioii Scale — Address Frank W. Ba'ilou, Depart-
ment of Educational Investigations and Measurements, Boston, Mass. Read
"Harvard-Newton Bulletin No. 2," September, 1914. Address Bureau of
Educational measurements and Standards, Kansas State Normal School, Em-
poria, Kansas, and secure scale with directions for use and class record sheet
(price $0.10.)

Hillegas* Oomposidon Scale — ^Address Bureau of Publications, Teachers
College, Columbia University, New York City (Hillegas' Composition Scale,
$0.03. Hillegas-Thorndike Extension of Hillegas' Scale, $0.06.) Read
^'Hillegas Scale for Measurement of English Compositions," Teachers Col-
lege Records, September, 1912.

Standard Research Tests in Algebra, By Walter S. Monroe — Address
Walter S. Monroe, Bureau of Educational Measurements and Standards, Em-
poria State Normal School, Emporia, Kansas (price $1.25 per hundred.) Read
"A Test of the Attainment of First-year High School Students in Algebra,"
by Walter S. Monroe. School Review, March, 1915.

If it is desired to test pupils in silent reading I would suggest the test
designed by F. J. Kelly. Teachers should bear in mind that in silent reading
an entire class can be tested at one time, while in oral reading but one can
be tested at a time and it takes from two to four minutes to test each pupil.
Test papers should be filed as a part of the permanent record of the school.

The New Committees for the 1917 Meeting

By a. A BRI800E, AaUiUid, OMgon

The committee on Social Service is to work out definitely as possible the
question of sex hygiene as it is related to schools. Most school men, also
many citizens, recognize it as a question of great importance In its bearing
upon human welfare, yet no plan has been devised by which it may be safely
and efficiently taught in the school room. The executive committee would
be greatly pleased to have this committee make a full report of its investi-
gations, findings and recommendations on December 27, 1917. If it is found
tbat the subject can be properly handled in the school room, suggestions as
to time and method should accompany the report. If it is found inadvisable
to undertake the work in the school room, sufficient reasons should be
assigned for the finding. In fact, school men being anxious to do the best
for their communities and recognizing the importance and delicacy of this
subject are awaiting with interest the finding of some impartial body on this
auestion of sex hygiene. It is hoped that each member of this committee will

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646 ORBGOW TBACHBR8 MOWTHLY

feel the responsibility resting upon him and that no effort will be spared to
obtain something definite and conclusive.

The committee on school cerdit for private music study has an important
work to do. Many children in the public schools are giving time to the study
of music out of school hours. Such study makes them valuable members of
society. It is quite possible that ability to play a piano well, or any other
musical instrument for that matter, may contribute more to the happiness
and contentment of a people than the ability to read Latin or Greek. For
that reason pupils who really accomplish something in music should be
allowed high school credit to a certain amount. However, this does not mean
that all who take music should have credit therefor. Nor does it mean that
every person giving private music lessons should be accredited teachers of
music. They may teach so far as the schools are concerned, but the high
schools must not give credit for their work, unless the teachers have had a
certain standard of training and their pupils reach a certain standard of
accomplishment after a proper time under reasonable regulations as to prac-
tice and study. It is hoped this committee can work out standards of
preparation for private teachers whose work high schools may accept; stand-
ards of accomplishment or attainment for which pupils may be given cxedit
and how much credit may be allowed; blank forms for statement of hours of
practice, credit, etc. The purpose of the whole movement is to put this
question upon a satisfactory basis, both to the capable private teacher and
to the school people. To do so would put this important question upon a
higher plane and help all parties concerned — ^the worthy private teacher, the
party paying for the lessons and the public school officials.

School people have the feeling that the rural school in Oregon has gone
forward very rapidly in the past decade; however, a new era of progress is
opening up at this time. Few states offer their children eight months of
school each year. Fewer probably have laws guaranteeing to every rural
child a high school education upon such favorable terms as Oregon. The
executive committee thought it wise to have the recent progress made in th«
rural school tabulated and reported to the representative council in December,
1917. In this report it is hoped that the present standardization require-
ments will be set forth, showing what these requirements have accomplished
throughout the state. In addition to a report upon what has been accom-
plished it is expected that the committee on standardization of rural schools
will investigate as thoroughly as possible the most progressive mral schools
throughout the states in order to suggest other improvements for the rural
schools of Oregon. It is desired that the committee give especial attention to
(a) qualifications of teachers for the rural schools; (b) minimum salary for
rural teachers; and (c) standard heating and ventilation plants for rural
schools.

In making up the committee on thrift it was thought desirable to enlist
the sympathy and support of as many directly interested as possible. It is
hoped that some plans may be worked out by which thrift will not only be
taught but practiced by the pupils in the Oregon schools. It is not enou^
that our youth be taught to earn, they should be taught to save — saving
should be a passion. They should be possessed with the idea so that money
coming into their hands may be spent wisely or put to some investment. Many
cities and some states have given much attention to this subject. So much,
in fact, that it seems quite possible that a scheme may be worked out by this
committee suitable to the conditions in Oregon. Much time, money and

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ORBGOy TMAOmBRS MOWTmLT 547

energy have been devoted to the organization and promotion of industrial
clubs — com clubs, canning clubs, etc. The federal goyernment at the present
time is emphasizing the home garden. The executive committee is expecting
that this committee, by the study of all these plans, shall suggest something
that will enlist the support of teachers and patrons alike. Probably the
boys and girls are willing enough to undertake projects if proper means are
provided and the probability of gain reasonable. The parent's and the com-
munity's support being necessary to any successful plan, it is expected that
the committee's recommendations will include them.

It is desired that the committee on certification of teachers for high
schools and grades go into its assignment most thoroughly. The present
certification laws of Oregon have received much attention from many of the
progressive educational centers and after investigation have been given the
stamp of approval. So much is this true that recently the state of Washing-
ton adopted a certification law almost identical with that of Oregon. One of
the Dakotas, at its recent legislature, also passed a law very much like
Oregon's. Yet, the value of the Oregon. law was attacked by a bill to repeal
in the last legislature. If there is a better law, the welfare of the children
in our schools considered, for the certification of teachers, Oregon should
have it and the change should come at the suggestion and initiative of the
teachers themselves. The executive committee expects the whole question to
be investigated, but is especially desirous that the report covers the phase of
the question, "Should a teacher teach the sort of work prepared for or
should he, after a college course, be permitted to teach everything and any-
where?" In other words, should a college or university graduate be cer-
tificated to teach in the grammar grades as well as the high schools of
Oregon and should a normal graduate receive a license to teach in four year
high schools as he now does in the grades?

Last year the teachers' retirement fund committee did very valuable
work. A plan, meeting the approval of the experts in the Carnegie Instliute,
was worked out and presented to the representative council in December,
1916. The counci^ adopted the plan and referred it to the legislative com-
mittee with instructions for presentation, but on account of the lack of
sufficient data for definite planning, legislative committees looked with
disfavor upon the bill. As a result it was withheld. The executive committee
believes it best to set about the collection of this necessary information at
once. It was thought best to appoint a new committee (a) to relieve the
members of the old committee from so much work, and (b) to get a new
group of people interested in the subject. Some of the information needed is
how much money the state would need to put the law into operation for the
first biennium, and how many teachers would at once come under the terms
of the law. Apparently, there is need of educating the teachers and public
to the necessity as well as the advantages of such a law. If the committee
can find and carry into operation such a plan, probably much good will
result. It is to be hoped that a campaign of information may bo carried on
through the Oregon Teachers Monthly as the investigation proceeds.

In the main, the personnel of the committee on retardation is the same
as the one reporting to the representative council in December; 1916. A few
changes have been made in the interest of the rural schools so the problem
of retardation as it exists in the rural schools, may be studied also. The
executive committee believed the matter of sufficient importance to ask the
special committee to take up the work just where last year'tf report left it

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548 ORKGOW TgACHMSBg MOWTHIiY

and to contimie the investigation, looking especially to causes and remedies
for retardation.

The interest and the Value of the next session of the Oregon State
Teachers' Association depend, in a very large degree, upon the reports of
these committees to the representative council on the first day of the
annual meeting in December next. The chairman of each committee has
been asked to notify his co-workers of their appointment and to set about tlie
investigations immediately so that their findings may be published in the
Oregon Teachers Monthly preceding the meeting of the 1917 representattve
council. In this way, not only the members of the representative council,
but all the teachers of the state may be familiar with the work of the com-
mittees and each be prepared to do his part in promoting the welfare of the
schools of this state.

Through the chairman, the executive committee sends greetings to
these committees, offering to assist in every way possible and hoping that as
a result of their labors the findings of the 1917 committees will mark a new
era of progress for the schools and teachers of Oregon.

Rural School Department

BOlUA by lots. M. L. rUIJOBBSOH, Satoii, Ortgra

THE OREGON NORMAL RURAL WEEK IN RETROSPECT.

Rural Week at the Oregon Normal was inspiring in prospect, thrilling io
reality, and convincing in retrospect. As a dream, an untried experiment, it
promised much. As an existing fact it was full of interest and new experi-
ences. As a historical fact, it will bear examination.

It has been difficult to convince the rural people that the educational
institutions are really interested in their problems. Only the agricultural
colleges have been able to convince the populace that they are really practical
and down to bed rock and even they find it necessary to revise their modes of
service very often. The Rural Week in Oregon has been able to do tliis for
the Normal School. Now the people of four counties in particular, and the
entire state in general, believe that the Normal is really trying to serve the
rural need.

To reveal to students the real rural need by a class discussion is prac-
tically impossible. Objective teaching is necessary in this as in the sciences.
Observation and demonstration are far better than explanation. One week in
a rural school and in a rural community is equivalent to many weeks reading
about them. Both are necessary. They are supplementary. This one we^
clarified the entire year of study and class work in the minds of the students.

To keep teachers close to the real problem is Quite difficult. There is
a great danger that as a profession we will theorize, speculate, and dream.
We too often systematize our knowledge to an extent that we make It im-
practical. This is an especial danger of the higher institutions. It beeomes
necessary for us to correct our readings, as the surveyors would say. We
must square our theories by the real facts. In the efforts for rural betttt^
ment, laboratory facilities have been abundant but not always aTaUable.
Towns readily submit to educational and other experiments, rural dlstrieU
are far more wary. The problem has been to discover a scheme that weald

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ORBGON TBACHJBIRS MONTHLY 549

work. The Rural Week answers the need. Normal school instruction is
brought back to earth when one hundred and fifty alert students return from
the field filled with real problems, not hypothetical ones, and inject them into
the class discussion of every department and ask for workable and satisfac-
tory solutions. The rural people are not disturbed by visitors for ONE
week. Thus the rural week does two things: Takes Normal views in to the
country and brings rural views, red hot, back to the Normal.

To create a real true rural spirit among the students attending the
Normal is quite difficult. The greater part of the students who go to the
rural schools to teach do so not because of desire but necessity. This is due
entirely to training. What is needed is a new vision, a new purpose. Rural
Week helps to make this possible. When only one student is going out to
perform a task he is likely to pity himself as an unfortunate, but when every
body is doing it he becomes proud of himself. The man who thinks that he
is to be murdered is horror stricken but let war occur and away we march to
death with uplifted heads, joyous hearts and conscious pride. So with the
work of the rural school. When an army attacks the problem, the problem
vanishes; when only one attacks it the one flees as quickly as possible. This
is the pDychology of Rural Week.

At the Oregon Normal we are a unit in our belief that our Rural Week
was a good thing — good for the country districts visited by the students,
most beneficial to the visiting students, refreshing to the entire Normal
School, and helpful to the educational tone of the entire state.

The observations of the students and the result of their investigations,
aside from their class room practice, were interesting and profitable indeed.
They studied and reported upon the social, religious, political, educational,
and economic status of each community visited. They found out the value of
school property, the rate of school taxes, the relative amount invested in
education when compared to other interests, and evaluated the educational
intelligence and spirit of the community. They studied the national compo-
sition of the citizen.ship and discovered to what extent it is now American or
alien. They investigated the religious spirit of the community and ascer-
tained whether it was Christian or just sectarian, divided or united, intelli-
gent or ignorant. They searched out the causes of economic strength or
weakness — land, buildings, stock, industries, marketing organizations, co-
operative buying, agricultural college service, governmental aid, etc. They
sought to find who were the social leaders of the community, where they
were leading and how they were leading. They went with open eyes and note
books, alert minds and tactful words. They returned informed but with tew
questions to propound and new concepts formulated. They left a rural people
conscious that they were alive, truly interested, with vision guiding them and
a real purpose to prepare themselves for rural service.

The Rural Week of the future will be slightly different but it will not
likely be more interesting or, perhaps, profitable than the first — February
18-24, 1917. — M. S. Pittman, Head of Rural Department, Oregon Normal.

m m m

FOURTH GRADE GEOGRAPHY,

The three-fold need of man is food, clothing, and shelter. These are
studied in the order named above because that was the order of their
development. The following is a report of a series of lessons han^l^^J^the

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650 ORBGON TKAOHgRg MONTHLY

fourth grade in geography by Agnes Carter and Margaret Tiffany, student
teachers in the Oregon Normal training school.

I. — ^The ETolatloii of Clothliig.

Preparation — Children, what are some of the things we need most?
(Air, water, place to live, something to eat, clothes to wear.) Next in
importance after food, comes clothing. Today we are going to find out how
the clothing long ago differed from our clothing now.

Presentation — Did you ever notice the clothing of the humming bird?
He wears such a pretty suit of delicate green, red and gold. And the polar
bear has such a nice warm coat; it is white and his enemies can's see him
easily. Why? Qod clothes the animals but people have to call upon the
world to clothe them.

When warm weather comes, what do we do. (Put on lighter clothing.)
Also go to the coast or mountains. What do animals do? The animals
either migrate (go north) or shed their winter coat. Examples given.

People live in warm countries. What would you think about their
clothing? (Would wear very little.) A long time ago people were naked.
Then the people in the warm countries used grasses, bark, or feathers, and
the people in the cold countries used skins and furs. Even yet there are
people who are half-naked living in different parts of the world such as the
southern part of South America and Central Africa. (Point to map.) Now,
people's clothes are a sign of civilization. (Explain meaning of civilization.)
As people began to get more civilized they learned to make cloth of certain
kinds and they discovered how to color it. They sewed their clothes with
needles made of sharpened bones of fish and thread made from the sinews of
animals. The first clothes that were made were from the fibres of wool.
Savages of today own herds of sheep ^nd have learned how to spin wool into
cloth for their needs. As time went on man learned that there were other
animal fibres that could be woven. For other animals besides sheep produce
excellent wool — camels, goats, alpacas, llamas, and yaks.

People knew how to weave some kinds of cloth thousands of years ago.
(Cotton weaving discovered much later.) About the time your grand-
mother lived, the people who lived in the country raised their own sheep,
the men washed and sheared them and the women straightened out the wool
by means of cards. (Describe.) Every home had its spinning wheel (de-
scribed later) and the yarn was sent to someone in the neighborhood who
had a loom and they would weave it into cloth.

We are going to learn how the materials are produced and how in
factories and work-shops they are changed into the clothing that you wear
now. (Wool is taken up in detail next, as it was perhaps the first material
woven into cloth.)

II. — Sheep and Wool.

Preparation — You may all close your eyes and see if you can see a sheep.
Now you may all open them. You may describe the coat that the sheep yon
saw had on, Wilfred. (A woolly coat.) I wonder why it has a woolly coat?
(To keep it warm.) You all know how warm one of your mother's cotton
quilts is. Now wool is much warmer. What color was the wool of the sheep
you saw, Hugh? (Black.) We do have a very few black sheep. What is it
Wilfred? (The sheep I saw was white.) Was it as whltei^as^iip;^!^ (No, it

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was a gray or blackish color.) Can any one tell me why it is this color
instead of white? You may tell me, Cecil. (They only wear it for about a
year and it gets very dirty.)

Presentation — How do we feel when the warm spring days come, Wil-
fred? (We feel very warm.) Yes, we feel so uncomfortable when those first
warm days do come in the spring. You have rather heavy coats on now. Do
you wear those heavy coats in the summer? (No.) How do you think the
sheep will feel when summer comes? (They will feel warm.) Now if you
are too warm what can you do with those heavy coats, Cecil? '(Take them
off.) When summer comes the sheep's coats are very heavy and they begin
to get loose and some of the wool begins to fall off; we call this shedding.
Now do you suppose the sheep would like to take their coats off, Hugh?
(Yes.) Can they take them off? (No.) Who do you suppose could help
them? (Men could shear it off.) What do you mean by shearing the wool
off, Wilfred? (Cutting it off.) How can they cut it off, Hugh? (With
shears.) Are they like your mother's scissors, Irving? (No.) What is It,
Wilfred? (I can draw a sheep shears on the board.) Very well, you may
draw it. Now, just how do the men use the shears, Hugh? (He holds tnem
in hands and clips the wool off.) Do the men let the sheep run all around
while they are cutting the wool off? (The men hold them.) How do the
men hold them. May? (They put the sheep's head on their knee.) Do
the sheep hold still? (No, not at first.) When the sheep find they cannot
get away they lie quietly and the big shears says ''snip, snip, snip." Then
what happens to the coat, Hugh? (The coat falls off.) Then how do you
suppose the sheep feel. May? (They feel cool.) They feel so cool and light
that they frisk about and are very happy. I will show you a picture of a
man shearing sheep. On ranches where they have thousands of sheep, how
would they shear the sheep? Some might say by hand and I should say the
following: When Lincoln was a little boy, how did his mother sew his
clothes? (She sewed them all by hand.) How did your mother sew your
dress. May? (On the machine.) Now how might they shear sheep, Hugh?
(By a machine.) You listen while I tell you how a machine is used to
shear sheep. You may all imagine you see a large room. We might let this
school room be the sheep shearing room. Now there are many shearing
machines arranged on each side of the room. There is a man at each machine.
Each is shearing a sheep. The sheep is held down by the man while he
runs over its body with a little clipper. This clipper is like that which the
barber uses to clip the hair close to the scalp. As the clipper moves over the
sheep's body, two sets of knives fly back and forth like those of a mowing
machine. This clipper is attached to a tube and is run by steam or electricity.
This clipper cuts the wool off very smoothly. (Many times some child can
tell this, and I would not tell it if the child can tell it to the class.) Every
man can shear 100 sheep a day. If they are paid 5 cents for shearing one
sheep, how much can one man earn in a day, Hugh? (Hugh works it out
on board.) Do you think it is better to shear by machinery, Wilfred? (Yes.)
Why? (It doesn't take as long.) Why don't all farmers use shearing
machines? (Too expensive if they only have a few sheep.) Sometimes a
man who has a shearing machine will go from farm to farm and shear his
neighbor's sheep. Now what have we found out today? We f a^X9W? ®^^

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652 ORBGON TBACUIBRS MONTHLY

how wool is taken from the sheep. You may tell us all about it, Hugh.
(Hugh comes to front of class and tells all he can remember. The other
pupils put in what Hugh leaves out.)

m.— Washing the Wool.

Preparation — What did we find out yesterday, Mary? (How the
wool is taken from the sheep.) Now you remember I showed you a pic£ure
yesterday with the little track. What did we say the track was used for.
Wilfred? (To carry out the wool.) What is done with the wool? (It is
sent to the city.) What do they do with the wool in the city, Cecil? (rhey
take it to the mill.) Now you remember we said they wore their coats a long
time. What did we say about the condition of those coats? (We said they
were dirty. ) Today we are going to see how the wool is washed in Salem.

Presentation — We will go to Salem today and visit the woolen mill.
How shall we go, Cecil? (We can go by train.) Can anyone tell me what
route to take? You may, Hugh. (We can go over to Independence in tlie
Peanut Roaster. Then we get on the steam train and ride as far as Oerlinger.
We change trains there and get on the motor and go right into Salem.)
(If the children mention any other way we will go that way.) You may all
imagine you have your wraps on and we are now in the cars on our way to
Salem. Now we can see Salem. Where will we get off of the cars, Irving?
(At the depot.) We will get off on State street. Then we go down State
street to the mill. Inside of the mill yard we cross a stream of water. What
do you suppose they might use this water for, Eldon? (To run the mill.)
Can we go through the mill alone. May? (No.) Why? (Because It isn't
safe to let anyone go through alone.) Mr. Kay will take us through the
mill. This man is also the state treasurer, one of the officers in our state.
First he takes us into a large room where the wool is stored in large sacks.
Where did the wool come from, Hugh? (The country.) Then we go into a
small room and here we see two men who are sorting wool. What do we
mean by sorting anything? (Picking out different sizes, shapes, etc.) Now
these men are doing this very thing. Why, Hugh? (I don't know.) Does
anyone know? Wool is not all the same length and some is fine while some
is coarse. This is the reason they put it into different piles. After your
mother has sorted her clothes, what does she do next? (She washes them.)
Then what might be done with the wool. May? (Wash it.) What does
your mother wash the clothes in, Wilfred? (In a tub.) Does your mother
use anything else? (A machine.) Then what might they use in this mill?
(A machine.) This machine looks very much like a huge tfiJiln. What does
your mother use to wash the clothes with? (Soap and water.) Then what
might they use to wash the wool? (Soap and water.) Why would they use
soap? (To get the grease out.) Is there anything else we use in place of
soap^ (Gold dust.) Now this is what they use in this mill. They have
large bins of gold dust and they shovel the gold dust into the huge tubs of
water. Then what will they put in next? (The wool.) What does your
mother do when the clothes water and soap are all in the washing machine?
(She turns the machine.) Will these men do that? (No.) Why not? (Too
large.) How did we say this mill was run? (By steam.) Then how might
these machines bo run? (By steam.) While it is in these machines, It has
the oddest habit of moving about and rolling over and over as if it longed
to get itself clean. In these tubs are many teeth, that tear the wool in small
pieces. Then the wool is drawn out of this tub into another^tub^pf clean

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ORJBGON TBACHJEBR8 MONTHLY 553

water. Here it is rinsed and then it is taken out. It is pressed between
rollers to get the water out. Then It is dried by huge fans which are whirling.
Now what have we found out, Hugh? (How the wool is washed in Salem.)
— ^Lillian Dinius. Critic Teacher, Oregon Normal School.

(To be continued.)
m m m

THE WIND SYSTEM.

The climate of the world can be nicely worked out through the study
of the wind systems. Since industries are so dependent on climate the
children should have a clear idea of the principles which control it so as the
better to understand its relation to human conditions. With a knowledge of
these principles as a starting point, children ought to be able to infer the
products and industries of a given region. This article attempts to show how
this may be done with upper grade children. Of course the outline embodies
material sufficient for several lessons.

Children should be in possession of the following facts at the close of
the lesson: (1) That the rising column of air over the heat equator area
chills and drops its moisture. That as it rises, air rushes in from the north-
east and south-east, resulting in the trade winds. That the heat equator
area is a belt of calms several hundred miles in width. ( 2 ) That some of this
air which rises at the heat equator area descends to the earth's surface
between 28 degrees and 30 degrees N. and S. lattitudes depending upon the
season of the year. That it becomes warmer as it nears the earth, and
therefore increases its moisture holding power. That these regions are belts
of calms and the one north of the equator is known as the "Horse Latitude."
That the air which does not fall here continues to the poles and finally
settles there to again sweep toward the heat equator. ( 3 ) That some of this
air which settles at these calm belts turns' eastward and becomes known aa
the westerlies. That these winds operate in the temperate zones. (4) That
in the temperate zones there are also cyclonic and anti-cyclonic winds which
are caused by high and low pressure areas. That the cyclonics whirl inward
and upward bringing rain providing they pass over bodies of water. That
anti-cyclonics whirl outward and down, usually bringing clear weather. That
the westerlies push these winds in a northeasterly direction. ( .5 ) That these
wind belt areas shift north and south with the heat equator.

Today class* I am going to test you out on some past lessons. Name
the heat belts into which the earth is divided, and also g;ive the degrees of
their boundries. (Beginning at the north they are the North Frigid which
extends from the north pole to 66^' degrees N. lattitude; the North Temper-
ate, 66% degrees N. to 23% N.; the Torrid, 23% degrees N. to 23% degrees
S.; etc.) Tell what you have learned, affects climate. (Latitude and altitude.)
How? (The farther one goes from the direct rays of the sun the colder it
becomes. The higher one ascends the greater the radiation and hence the
colder the temperature.) When you warm your hands at the stove waere
do you place them to get the most heat? (Above the stove.) What is it that
warms your hands? (The air.) In which direction does the heated air move?
(Upward.) If you place a feather over the heated area what will it do? (It
will rise.) What have you noticed about leaves in a bon-fire? (They fly
upwards, also.) What did heated air do in each of these cases? (It rose.)
What would it be safe to assume then about all heated air? (That it rises.)
What might you say then about the weight of heated air as compared with
the weight of an equal volume of cold air? (It is much

Lich lighter.) Where is

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5oi ^ OREGOW TRACHBRS MONTHLY

the place on the earth's surface that Is exceptionally hot? (On the heat
«quator area.) Where is it? (It shifts from 23% degrees N. to 23% de-
grees S. and even farther on land areas. ) When is it directly over the Abso-
lute Equator? (March 21 and September 22.) For this lesson let us assume
that it is either of these dates. What will be happening to this highly.heated
air? (It will be rising.) Correct, for today let us find out how the rising
of the air over the heat equator affects the climate of the entire world.

The area affected by the heat equator is several hundred miles wide.
What will happen when the heated air rises over this area? (Other air will
come in.) From what directions? (From north and south of the equator.)
Why? (Because when the air rises over the heat equator it would leave a
space without any air unless some other rushed in, and the air just north and
south of this rising air being the handiest, rushes in. Besides It is colder and
heavier so it would naturally blow along toward the heated areas.) What Is
such a surface movement called? (Wind.) What will happen when these
winds meet? (They will become heated and follow the warm air into higher
altitudes.) Will there be any movement over the land or sea? (Not enough
to notice.) What do we say about the atmosphere in such places? (We say
it is calm.) Therefore we might call this belt what? (A belt of calms.)
What happens to the temperature of this air as it rises? (It cools.) When
air cools what happens? (It can not hold as much moisture as when it was
warm.) If this air that is rising over the heat equator contains moisture,
what will it do with it when it becomes cold? (It will drop it as rain.) Look
at the map and see if there are chances for it to pick up moisture. (Tes, it
passes over oceans.) What would you expect in this region, then? (Much
rain.) That is just what happens. You said the winds moving toward the
heat equator came from what directions? (North and south.) Which way
does the earth turn? (Eastward.) Put your finger on the globe and move it
southward while I spin the globe eastward. What direction did your fiuger
move? (It went south-west.) Why? (It could not keep Up with the
whirl.) That is just what happens to the winds. We name winds from tile
direction from which they blow, so what would we call this one.' (A north-
east wind.) Now place your finger south of the equator and draw it north-
ward while I spin the globe eastward, what direction does your finger move ?
(It comes from the south-east.) Therefore we would name the wind what?
(South-oast wind.) What may we say about the constancy of these winds?
(They will always blow toward the heat equator.) That is right and because
They could be depended upon during the days of sailing vessels, they became
known as the North-east Trade Winds and the South-East Trades. No-w let
us recall our aim — to find out how the rising of the air over the heat equator
affects the climate of the entire world. In what heat belt are these winds?
(In the torrid zone.) What is the temperature there? (Hot.) What do
these winds do as they blow over water? (Pick up moisture.) What will
cause them to drop it? (Having to cross high mountains will chill tbem
and cause them to drop their moisture.) Look at the map of the continents.
Tell how the trade winds will effect South America. (Since they move over
an ocean on the east they will carry moisture inland and precipitate it on the
eastern slope of the higj|^ands and mountains of eastern Brazil. Bolivia and
the countries north.) VMkt can you infer about the countries west of BrasU?
(The mountains look as though they were high enough to prevent any
moisture from getting over.) You are correct, then what will you say about
Peru and Equador? (They would have little or no rainfall,) How about

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ORgGOW TBJkOUBMS MONTHIiY 66S

Australia? (Her eastern coast would have plenty of rainfall because there is
an ocean to the east. Mountains are running parallel to the coast and on
those the moisture would be dropped.)

What have we found out so far? (How the rising air over the heat
equator affects the climate of the torrid zone.) Make a full summary. (There
is a belt of calms at the heat equator area caused by the rising of the air
when the winds from the north-east and south-east meet over the heated
area. As this air rises it chills and loses its ability to carry so much
moisture. Accordingly the air that has passed over water bodies on its way
to this belt, being laden with moisture, drops it in the form of rain usually
on the eastward side of the mountains. This accounts for the heavy rains in
eastern Australia, eastern Brazil, etc.> (To be continued.) — Katharine
Arbuthnot, Critic Teacher, Oregon Normal School.

m m m •

TEACmNG THE OAKDEN PLAN.

We are just emerging from a winter of high prices, perhaps the highest
the present generation of Americans has been forced to experience. Onions,
potatoes, produce, everything has literally been out of sight. We are to pass
through another winter a few months hence, which judging from present
indications, promises to be even more severe upon the poorer people. With
the war cloud hovering over our fair land the dire consequences of the above
statement should be given the closest consideration. We must be prepared
for war. Every man under arms adds one more to the already too large class
of consumers and lessens the producers by that much. If all other condi-
tions were to remain constant, the law of supply and demand will certainly
operate to make high prices during the winter of 1917-18. Without enlarging,
here lies the public school teachers' opportunity. If we actually want to De of
real service to our patrons what better can we do than teach the necessity of
agricultural preparedness and how can we accomplish this better than by
stressing efficiency with the home garden. We can not hope in a day to rouse
a sleeping people to the foolishness of paying three dollars a sack for potatoes
when all about them lies untilled land, waiting for the plow. But we can
hope to rouse the children by various devices to an active interest in vege-
table gardening, the raising of potatoes, beans or some other foodstuffs. We
can, and we owe it to the country to do this. Now how can it be done?
Briefly, I shall attempt to outline a course.

When the subject of gardening comes up, enlarge upon the facts out-
lined above, point out how the German school children are helping to feed the
German soldiers. If you wish, make the Cxerman plan of using every available
spot for productive purposes, the basis of your lesson. By all means drive
home the necessity of deriving the maximum returns from the ground. Let
this form your approach to an aim something like this. Let us find out how
the Germans are able to support so large an army, or, let us find out how we
can obtain the highest returns from the family garden. Once you have the
problem clear in your own mind you may state it in several ways.

Tou will not be able to find definite information in the text for such a
lesson, so make use of the best gardens in the communityi bulletins, and pub-
lications for the subject matter. After the aim has been stated develop the
idea that to be efficient in any line, one must have a plan. Apply this to
gardening. Develop separately these points, that any good garden plan rotates
the crops, that it does not plant the same crop two years in succession on the
same land; that to secure maximum returns the garden plan must embody a

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656 ORBGON TBACmCRg MOWTHIiY

scheme of companion cropping, that is the planting of such things as let-
tuce, radishes and other rapid maturing crops between potatoes, corn and
even tomatoes or other crops that are planted in rows far apart; that suc-
cession cropping should be practiced, that is the land should be made to yield
early and late, for instance after the radishes and lettuce are gone, celery and
even beans might follow; that the crops should be so arranged as to give the
maximum amount of sun, that is if the rows run east and west corn and
other high crops should be in the north half of the garden while low growing
crops should be to the south; that the rows should be figured out and a
sketch of the plan made before planting; that wherever necessary arrange-
ments for irrigation should be made, etc.

Each of these points should be driven home and the children by way of
assignment required to bring to school a plan of the home garden for class
room criticism. In case the children do not have gardens at their homes,
have them study anothers. Prof. Bouquet, O. A. C, has some excellent
information on this in bulletin form.

Teach this as if you mean it, and perhaps your landlady will not have to
raise the board next year. Seriously teachers, we are facing a national
crisis, and the least we can do is to boost, beg, and even force each child
to do his **bit" toward feeding the American public at a reasonable price. —
L. P. Gilmore, Oregon Normal School.

* # *

SOME MODERN HEROINES.

We often read thrilling accounts of basketball and football teams. How-
ever, they are not the only kind of teams which arouse public interest. The
canning team of Yoncalla, Douglas county, Oregon, has a remarkable story.
It has demonstrated what team work can do in industrial work as well as in
sports.

When the Yoncalla Industrial Club received a letter from the state
leader, Miss CowgiU, asking if it were possible to organize a canning team,
the local leader immediately sent letters or phoned to all the canning
members. It was agreed to call a meeting and ask Miss Cowgill to be present
and tell them exactly what the work of such a team would be.

At the appointed date the canning girls met with Miss Cowgill. A team
was organized. They pledged themselves to carry out the instructions sent
out by the Oregon Agricultural College, in the canning work of their homes.
They also agreed to meet and learn to work together. This last was indeed a
hard proposition, for some of these girls lived three and one-half miles apart.
Then, too, the summer season is a busy one for farm girls; first harvest and
then prune and hop picking. These girls had to decide that there was no
time "under the sun" for them to work together.

As "fair" time approached their leader suggested that a night meeting
be called. The leader, who was two and one-half miles from town herding
turkeys, gave her turkeys a good chase in the morning and left them to rest
in the heat of the day, while she went to town. She secured a vacant shanty,
borrowed two small oil stoves, and a wash boiler; obtained jars and fruit
from neighbors, and made all necessary arrangements for a canning team
meeting after dark. She then went home and put the turkeys in safety for
the night.

That evening at 7:30, each girl with her lantern, stew pan, tea towel and
paring knife, trudged into town to the vacant shanty. Three of the team
lived at a distance of more than two miles from town. However, they seemed

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ORBGOW TBACHBSRg MONTHLY 667

to realize "that work is play, if you only take your work with a little song."
They hung up their lanterns, carried water from a neighbor's house, and set
busily to work. At 9 o'clock that evening several Jars of fruit were canned
and the girls were beginning to get an idea of what it is to work together.
Two evenings were spent. In succession, in this way. The next evening two
of the girls who lived in town were missing. The three country girls and
their leader went in a body to inquire. These girls had decided to spend the
remaining part of the season in the hop fields. What was the team to ao?
Give up? No, indeed, not for a while at any rate. They canvassed the town
and country that evening, and the next day. At last, two enthusiastic girls
were found.

About this time prune picking set in. Four out of the team had con-
tracts as prune pickers. So they picked up prunes all day long and for two
weeks had evening sessions for canning apples, peaches, pears and tomatoes.

At the time of the local fair prune picking was still going on and the
girls were held by their contracts to the job. They managed to get the
canning exhibits arranged for the fair in the evening before. They then
succeeded in begging off for the afternoon to give their canning demonstra-
tions before the public.

The occasion was a community and industrial fair combined. It was
interesting to compare the exhibits of the juvenile with those of the adult
department. The exhibits in canning made by the canning team proved that
girls from twelve to fifteen years of age can do just as good work as their
mothers. Leota Wilson exhibited 44 different kinds of fruits, vegetables,
jellies and meats. She canned by herself, during the summer, 480 pints;
Vivian Carr canned 300 pints and Rachel Huntington 280 pints. Josephine
McCourt and Thelma James were the two girls who came in during the prune
picking season. They were not industrial club members so they had not
canned during the summer at home. The team canned collectively 300 pints,
making a total of 1360 pints of fruit during the season.

Their demonstration at the local fair was so successful that the com-
munity sent them to the Roseburg county fair to compete against three other
teams. There the girls showed their skill and knowledge of the worl^in more
ways than one. While the fruit was cooking three of the girls gave short
talks about their work. Leota Wilson told the crowd how she canned all
kinds of meats. She took several jars of her meats and pointed out to the
audience the desirable qualities in each. Vivian Carr talked on the canning
of soft fruits. She showed the people jars of fruit which she had canned
according to the methods which she was giving them. Rachel Huntington
told how to make good jelly. She tipped a glass of her jelly out on a plate
and pointed out all the essential qualities for perfect jelly. The sight of her
jelly was enough ot convince the audience that she knew how to get the right
results.

The ability which all of these girls evidenced along canning lines was
remarkable. They carried off the first prize in Douglas county. They were
then urged to compete against the other counties at the state fair. Unfor-
tunately one of the girls fell ill and a substitute had to be secured and
trained. The girls again held a few night sessions.

At the state fair they again gained the highest honors. Besides a
cash prize of $12.50 they were given a free trip to the Farmer's Week at the
Oregon Agricultural College. There they gave an interesting demonstration
in the Economics building. They worked in the college dornqsUp^/spj^^e

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558 ORESCOK TBACHMRS MOWTHIiY

kitchen. Form a mental picture of these girls working by lantern light in a
deserted shanty, then look at them in a splendid white kitchen. It was like
going from a "lowly log cabin to the White House."

Next year even greater things may be expected of these girls. They are
so permanently interested in canning that they desire to utilize some of the
fruit which wastes by the bushel in their community. Besides filling their
own home shelves with canned fruit and vegetables, some of the market
shelves will likely be selling their produce.

• • *

SUGGESTION FOR SCHOOL BAIiUES.

Supt. S. S. Duncan, of Yamhill county, supplies his schools with a rally
song each year; this is learned by every pupil and teacher in the county.
When the parents are invited to a school rally, the song is sung, thus giving
the visitors a gentle hint of the things needed in and about the school.
Yamhill county's 1917 rally song is given here and it may be sung to the tune
of "Tramp, Tramp, Tramp, the Boys Are Marching":

When the winter days have passed.
Bringing springtime here at last.

And the birds and flowers and boys and girls are gay;
We will sing the cheerful song.
And with music all day long,

Try to please our friends upon this holiday.

Chorus —
Sing, O sing the song of progress,
Ring, O ring the bells of joy;

For they're thinking one and all.

How to answer to the call.
That is coming from the rural girl and boy.

Country schools deserve the best,
And we never mean to rest.

Till OUT every just demand is well supplied;
Till our rooms are heated right.
And we have corrected light,

And our playgrounds all are shady, smooth, and wide.

We must have our playground swings.
And our well suspended rings.

Where the boys will make their muscle big and strong;
Then a place for basketball,
Out of doors or in the hall.

And our shout of joy and gladness will be long.

Now in every modern school.
There is one established rule.

That no luncheon served at noontime must be cold;
For all hygienic lore.
Teaches us that heretofore.

Every child was injured thus in days of old.

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ORSGON TBACHBR8 MONTHLY

559

Drinking fountains are the thing.
If we have a nearby spring,

And a playshed should be built on every ground;
And a place for patrons' teams.
For the day has come, it Feems,

When the time to visit schools has now been found.

Now we thank you every one,
For the things that you have done,

And for every task we know you mean to do;
And we promise, one and all.
Who've responded to our call,

To repay in service everything to you.

Selections for Memorial Day

Arranged by MRS. M. L FUUEERSON, Salem, Oregon

Sleep, Soldier, Sleep.

Sleep, soldier, sleep! Thu clear notes
of the bugle
Call thee no more to the heat of the
fray.
Brig-ht on thy resting place — grave of
the hero —
Bloom the fair wreaths of Memorial
Day.
Under the sod which thy life-blood has
hallowed —
Under the flag" you so lonj? fought to
save —
Sleep, soldier, sleep! God watches thy
slumber —
A nation pays homagre today to the
brave.

Soldier in Blue who grave life for the
Union;
Soldier of Southland who fought in
the Gray —
God has decided the right of your
struggles —
Under one flag you are sleeping to-
day.
Oarlands of laurel and garlands of
willow
Strew we today on the graves of our
dead —
Sleep, soldier, sleep! For thy warfare
is over —
Kest thee in peace in thy flower-
strewn bed.

Sleep, soldier, sleep! O'er thy grave In
the Jungle
Liove stands on guard through the
lone hours of night;
Honor stands guard through the heat
of the noonday —
You who have died for your God and
the right.
Millions will kneel in deep prayer for
the hero
Giving his life for humanity's sake.
Sleep, soldier, sleep! Thou hast died for
thy brother —
Sleep till God's reveille bids thee
awake.

Sleep, soldier, sleep! The bright flag of
the Union
Still proudly floats o'er the land and
the sea;
Beacon of hope to the world's toiling
peoples;
Banner of truth and the Flag of the
Free.
Sleep, soldier, sleepl The flowers of
springtime
Lay we today on thy low, narrow
bed.
Sleep, soldier, sleep! For the hands of

the living
Garland today all the nation's brave
dead.

—Will M. Maupin.

In Remembrance.

Tune. — Massa's in de Cold, Cold Ground.
In the North are soldiers sleeping

•Neath the violets fair.
In the South land, too, there's weeping,
• Soft magnolias blossoms there.

Chorus —
Fair blossoms bring.

In remembrance true
Of our soldiers who are sleeping

In their coats of gray and blue.

But for us the sun in shining

And our homes are bright.
Peace the motto we are twining.

Golden as the sun's pure light.

And where'er our flag is flying.

Red and White and Blue,
In war may soldiers ne'er be dying.

May we to our land be true.

— ^Primary Plans.

Memorial Day.

First Pupil-
Come let us twine together

These knots of fragrant flowers,
We'll bind them into garlands

To crown these graves of ours.
We'll deck them with bright blossoms.

And plant a flag to wave
Its colors, bright and loving.

Upon each humble grave- ^^i^
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ORSSGON TBAOHBRS MONTHLY

Second Pupil —
Ah yes, we'll gladly twine them

With wreaths of myrtle green.
Until each mound of earth here,

A fairy bed would seem.
I think that war is cruel,

But then it must be Just
Brave soldiers' forms were given

To moulder now to dust.

Third Pupil-
How many lonely, aching hearts.

Throughout our land today.
Will grieve for many loved ones.

But lately passed away;
In Cuba and the Phillipines,

As well as here at home —
Our soldiers lie in peaceful sleep.

And 'noath the ocean's foam.

Fourth Pupil —
I'm thinking of the heroes.

Who went down with the Maine;
*Tho never killed in battle.

We count them with the slain.
I'll wind a special wreath of flowers.

And flags, and garlands bright.
And dedicate it to our boys

Who perished that sad night.

Fifth Pupil—
I think that war is very sad.

But yet it seems to me.
The cruel Boxers of the East,

Were dreadful as could be.
Oh, think of all the Gtodly men

Who gave their life for sin;
They're soldiers though they did not die

Amid the battle's din.

All in Concert —
Yes, all the heroes we will crown

With blossoms at their head;
Nor one of them will we forget.

For they are honored dead.
We'll laud them in our hearts as well.

And not forget to pray ^
That God will comfort saddened hearts,

On this Memorial Day.

— Nelle S. Mustain.

Offering of Flowers.

First Child —

A bunch of fragrant violets.

As my offering I have brought.
True blue, as were the soldiers,
When for the right they fought.

Second Child —

I bring the golden buttercups.

So hardy and so brave.
What flower can be more fitting

To deck a soldier's grave?

Third Child—

I bring a bunch of daisies,

Some humble grave to crown,
As innocent as the pure young livei^.

So willingly laid down.

Fourth Child —

This bunch of purple lilac

As my offering I bring;
'Tls frap?rant as the memory

Of those whose praise we sing.

All Together —

We'll never forget the soldiers.
And when we've passed away.
May other hands the flowers bring
Each Decoration Day.

— Selected.

We Talk of tke Fl«v.

''Tell me about the flag," he said.

As I was putting him to bed.

"And why men wave their hats and

cheer
Whenever it is drawing near."
And so we stopped undressing then
To talk about the time when men
Were facing cannon shot and shell
To serve the flag we love so well.

I told him of the men who died

In frozen wood and countryside

Long years ago in battles grim

To keep a flag like that for him.

I told him all about the stars.

The spotless white and crimson bars.

And what they dreamed of and they

sought
As bitterly they bled and fought

"Let no one tell you as you grow
That nothing to the flag you owe.
Let no one whisper that it means
But pleasant days dnd peaceful scenes.
And merely calls to mind a land
Where wealth abounds on every hand.
Because no more that flag will fly
When men for it refuse to die.

"And it may be." said I. "that you
Must some day serve that banner too.
And then if such a day should come
That sounds again the stirring drum
And blows once more the martial fife
Be not a slave to peaceful life.
As they were men, you be a man
And give that flag the best you can."
— Detroit Free Press.

Rest In Penee.

Laurels and roses.
Lilies and cypress.
Kissed by the starlight.
Waked by the sun;
Lay them, O, tenderly.
Over the heroes
Of the cause that was lost
And the cause that was won.

Better than laurels.
Sweeter than roses.
Whiter than lilies.
Purer than dew.
Are the pledges of forgiveness.
The hands clasped in friendship.
The peace and the prayers
O'er the Gray and the Blue.

— Selected.

To tbe Vctcmns.

Grizzled with years and bent with age.
The hoary headed veterans come.
No youth among them.

Once they were boys of the school yard;

Now boys of 'SI,
They look to the bovs of the preaent

day.
To fill up the ranks as they pass away.
Midst the slanting light of their day's
last ray.
And the sound of the sunset gun.

As school boys they studied the print-
ed page
Of deeds that have lived in story;
And now as boys of the old brigade;
In the brilliant light of history made
By their valorous deeds and God's high
aid.
They share in the salfsame glory.

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ORBGON TBACHBRS MONTULV

661

Lie still in your grraves. old soldiers;

God rest you forever more.
Listen and hear above your heads
The rising: host from the cradle beds;
School boys next, then warriors dread

To those who would try our land
with war.

As the veterans creep into their tombs,

A countless host succeeds them.
The same rich blood is in their veins,
That wakes at patriotic strain.
That from their bodies the steel shall
drain,
Whene'er Columbia needs them.

Our schools are bulwarks of freedom:
And the boys that are taught therein.
American Guards of a future day.
Must learn with the ag-ed sires to pray
That God may deliver this land alway
From foreigrn foe and domestic sin.

Remorseless Time lays monarchs low;

Tho soldier and the sag^e
In endless cavalcade pass by
'Neath triumphal arch of the Union sky,
Renderingr thanks to God on higrh

For America's golden age.

Then reverence the boys of '61,

Those matchless boys in blue.
Who pointed the sword and gripped the

gun
From early morn till day was done;
Who foug-ht the fight, the victory won.
To save this land for you.

— Selected.

The Palmetto and the Pine.

There grows a fair palmetto in the

sunny southern lands;
Upon the stern New .England bills a

sombre pine tree stands;
And each towers like a monument

above the perished brave;
A grave 'neath the palmetto — beneath

the pine a grrave.

The Carolina widow comes this bright
May day to spread

Magnolia and jessamine above her sol-
dier dead.

And the Northern mother violets strews
upon her son below, —

Her only con, who fell so many weary
years ago.

Tears for the gallant Yankee boy — one

of Grant's heroes he;
Tears for the stalwart Southern man —

the man who marched with Lee.
But love, and only love, between the

lonely ones who twine
Their wreaths 'neath the palmetto —

their chaplets 'neath the pine.

Oh, tried tree of the Southland I from

out whose trunks were wrought
The ramparts of that glorious fort

where Sergeant Jasper fought;
Oh, true tree of the Northland! whose

pictured form supplied
The emblem of our earliest flag, that

waved when Warren died —

Still watch the dead you've watched so

long, the dead who di^d so well:
And matrons mourn, rb mourn you

must, your lost dear ones who fell;
But joy and peace and hope to all, now

North and South combine
In one grand whole, as one soil bears

the palmetto and the pine!

— Manley H. Pike.

Tke ICan With the Blasket.

Soldiers, pass on from this stage of re-
nown.
This ant-hill commotion and strife;
Pass by where the marbles and bronzes
look down
With their fast frozen gestures of
life.
On out to the nameless, who lie 'neath
the gloom
Of the pitying cypress and pine.
Your man is the man of the sword and
the plume.
But the man of the musket is mine.

I knew him! By all that is noble I
knew
This commonplace hero I name:
I've camped with him, marched with
him, fought with him, too.
In the swirl of the fierce battle
flame. —
Laughed with him, cried with him.
taken a part
Of his canteen and blanket, and
known
That the throb of this chivalrous
prairie-boy's heart
Was an answering- stroke of my own.

I knew him, I tell you, and also I knew
When he fell on the battle-swept
ridge
That the poor, battered boy that lay
there in blue
Was only a plank in the bridge
Over which some should pass to a fame
That shall shine while the high stars
shall shine.
Your hero is known by an echoing
name.
But the man with the musket is mine.

I knew him! All through him the good
and the bad
Ran together and equally free.
But I Judged as I trust Christ will
judge the brave lad,
For death made him noble to me.
In the cyclone of war, in the battle's
eclipse.
Life shook out its lingering sands.
And he died with the names that he
loved on his lips.
His musket still grasped In his
hands!
Up close to the flag my soldier went
down
In the salient front of the line.
You may take for your heroes the men
of renown.
But the man of the musket is mine.
— H. S. Taylor.

To the Unknonvit Dead.

Sleep well, O sad-browed city!

Whatever may betide.
Not under a nation's pity.

But mid a nation's pride.

The vines that round you clamber
Brightest shall be and best;

You sleep in the honored chamber,
Each one a royal guest.

And aye in realms of glory

Shine bright your starry claims —
Angels have heard your story.

And God knows all your names.

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562

ORBGOM TBACOBRS MOBTTHLY

Boys In Bla«.

Tune. — Baby Mine.

We've a messafire for our soldiers.

Boys in Blue. Boys in Blue*
With "Old Glory" we'll salute you,

Boys in Blue, Boys in Blue.
As you pass in grrand review.
With your hearts so brave and true,
We shall honor and revere you,

Boys in Blue, Boys in Blue.

"When you heard your country callingr.

Boys in Blue, Boys in Blue,
Where the shot and shell were falling.

Boys in Blue, Boys in Blue,
When the Southern host withdrew.
PittinfiT Gray against the Blue,
There were none more brave than you.

Boys in Blue, Boys in Blue.

On Memorial Day you grather.

Boys in Blue, Boys in Blue,
Paying tribute to your brothers,

Boys in Blue. Boys in lilue,
On the graves of Blue and Gray
Earth's best garlands you will lay
One each Decoration Day.

Boys in Blue, Boys in Blue.

Each Memorial Day we'll greet vou

Boys in Blue. Boys in Blue,
One by one we'll sadly miss you

Boys in Blue, Boys in Blue,
In the Roll Call bye and bye
When your name is called on high
You will answer, "Here am I,"
Boys in Blue, Boys in Blue.

— Western Teacher.

Dccomtton Day.

Tune. — Red, White and Blue.

Let us march to the graves of the
soldiers.
With flags ^nd with flowers today;
And there let us tenderly place them.
These blossoms so bright and so gay;
Let us think of the soldiers there sleep-
ing.

While our flag doth so proudly yet
wave,
How they fought and fell in the battles
These soldiers so true and so brave.

Chorus —
These soldiers so true and so brave.
These soldiers so true and so brave;
How they fought and fell in the battles.
These soldiers so true and so brave.

No flowers or garlands too precious.

For the graves of our heroes so true;
We will deck them with fair, fragrant
blossoms
And colors of Red, White and Blue.
Far from home and from kindred and
loved ones.
Many heroes lie sleeping today;
We will keep green and tender their
memory,
We will honor their valor alway.

Chorus —
We will honor their valor alway.
We will honor their valor alway;
We will keep green and tender their

memory.
We will honor their valor alway.

— Selected.

A New McMOrial Dajr.

By the sob of the southern rivers,

By the sigh of the northern hills,
To the tender tune of the soft tattoo.

While the muffled drum-beat thrills
The heart of a common nation

With a common sorrow today,
Liet roses fall, for one and all.

On the graves of the blue and the
gray!

Clasp hands forever and ever —

There are no sections now.
They are one and one in the new faith
won

From the faith of a patriot vow.
The wounds that were wide and bitter

Are healed by the touch today
Of the tender fingers of love that press

Rose-wreaths for the blue and the
gray!

They are calling the veteran legions
Who march from the fields of the
past;
They are calling the brave young
heroes
Who are one with the old ones at
last
And the flag they are marching under

Is my flag and your flag today—

The stripes and the stars of old glory,

The flag of the blue and the gray!

Bend down with your blossoms, ye liv-
ing.
Sleep on in your silence, ye dead!
The bugles are mute, the drums
muffled.
The columns swing slow in their
tread ;
But the north and the south march to-
gether.
They are under one banner today.
And they pluck the white rose of re-
membrance
Alike for the blue and the gray!

For the graves that are green with the
verdure
Of the years that have healed with
their song;
The sting and the stain and the anger.
The passion, the pride and the
wrong;
For the graves with the fresh turf up-
on them.
Those young graves that call ni to-
day.
With the rose-wreaths of common af-
fection
Made one for the blue and the gray!
— Baltimore News.

The June Xiunber.

For fifteen years the June number
of the Oregon Teachers Monthly has
been devoted to songs suitable for
institute singing. The question now
arises, shall the next June number
be a song number? Teachers who
see this notice are invited to write,
giving their views on the question.
Anyone having suitable songs are re-
quested to send them. Only uncopy-
righted songs can be used and it will
be useless to send copyrighted se-
lections.— C. H. J. 1

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Studies of Famous Pictures

These itudies are used by perroission of the O. M. Parker Estate, Taylorville, Illinois, who
will furnish a complete list of other famous pictures free on application.

PILGBIM EXILE&— BOUGHTON.

By L. Eveline Merritt

Pilgrim Exiles! What a pathos in
the very name! But does this pic-
ture have to he given a name? Look
at it. What do you see? Three
lonely figures on the shore of the
vast ocean. What are they doing?
What are they gazing at? What are
they thinking? Do they see any-
thing on the distant horizon? Prob-
ably not, only in their loving mem-
ory do they see the vision of that dis-
tant home which their eyes will nev-
er again behold. Where are they?
Why are they there? Why are they
so sad?

Exiled from their native land by

ones; yet picture, if you will, in your
imagination a comparatively small
band of Pilgrims felling trees, break-
ing soil, building their own shelter,
making their own implements, in a
new territory with savage Indians as
their only neighbors. We are led to
believe that these Pilgrims were
happy withal and contented, too, for
they were living their lives according
to the dictates of their own con-
science. They never regretted the
step they had taken and would never
have returned had they been given
the opportunity. However, we cannot
but think that they must have had
many a homesick moment. We can
imagine that many, many times, espe-
cially during the melancholy twilight

royal decree unless they were willing
to conform to the established church
of England, they at first wandered
to Holland, then to the new world,
and, at the time of this picture, were
well established in their new home in
Plymouth, Massachusetts.

The first years were years of
struggle against fearful odds. The
strong and the brave survived the
first frightful winter. The years that
followed were somewhat brighter

period after the day's work was done,
they must have wandered down
singly or in family groups to the
shore and there communed with the
all pervading spirit with whom time
and space are naught.

Such a moment is shown us in this
picture. There are three figures. A
young, manly looking fellow stands
erect with a beautiful, sad-faced,
young girl by his side, who may be
his sister or his bride, while an older

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564

ORBGOW TBACHBR8 MOIfTHLY

woman sits on a nearby rock. This
perhaps is the mother. All are
dressed in the simple, picturesque
garb of the early Plymouth colonists.
The dark dresses, white kerchiefs
and dainty caps add so much of grace
to the women of those times, whereas
the broad-brim med hats, wide white
collars and flowing capes of the men
add a picturesqueness that is most
attractive.

The coast is rather bleak in its
appearance. There are rocks scat-
tered about, some grass has braved
the elements, while marsh shrubbery
is seen along the shore. It is a
typical seashore of the country along
the Cape Cod coast. But it is not
the land or the sea that holds the
attention, but those three figures
gazing out into the distance. The
young man is alert, venturesome,
strong, brave, tender. He is ready
to go on with his tasks in this new
land come what may. The young
woman is more fearful. She is
slightly bent by the burdens that
have been hers to bear while so
young. She is almost afraid, she
doesn't quite understand how it will
work out. It seems very, very hard
to her although she is willing to do
any service, to undergo any hardship,
for those she loves. She has one
hand on the young man's shoulder
recognizing that bond of sympathy
which is necessary to a soul like hers.
The older woman has lived through
those years and has come out tri-
umphant in self-forgetfulness. Per-
fect resignation is stamped on her
face. Of course she would like to see
the old home once more but it is not
necessary. Life is a bigger thing to
her than a particular home in a cer-
tain place.

Thus these three people have come
down here at sunset as to a family
altar. Each in his own individual
way looks out across the deep and
sees the comforts and friends that
they have left. They are voluntary
exiles — these Pilgrims — and in that
moment these three reconsecrated
their lives to high endeavor in their
wilderness home..

George H. Boughton was a painter
of many pictures, his subjects usual-
ly being taken from the early Puritan
life of New England, the tales of the
Canterbury Pilgrims, or the Breton
peasant life of the present time. His
pictures were popular and high prices
were paid for them. They are now
mostly to be found in private collec-

tions in England and America. There
is in nearly all of his work a happy
mingling of landscape and figures,
the figures being a part of their en-
vironment.

Boughton entered into the lives of
the early people so intimately and so
sympathetically that he has inter-
preted that life for us, not correct
merely in its outward forms, but in
its feelings, its spirit, its soul.
Through his pictures we can easily
reconstruct those early times, we
can understand better the lives of our
forefathers, we can feel with them
the pathos, the loneliness, the resig-
nation, the trust and the faith in the
all-pervading good. Those days are
nearer to us because Mr. Boughton
lived and interpreted them for us. He
has thus done a great service for the
country in perpetuating the lives of
those pioneers in these Pilgrim pic-
tures.

RETURN OP THE !HA\FLOWERr-
BOUCiJHTON.

By L. Ereline Merritt

Meanwhile the Master alert but with

dignified air and important.
Scanning with watchful eye the tide

and the wind and the weather.
Walked about on the sands, and the

people crowded around him
Saying a few last words, and enforcing

his careful remembrance.
Then, taking each by tho hand, as If he

were grasping a tiller.
Into the boat he sprang, and in haste

shoved off to his vessel.
Glad in his heart to get rid of all this

worry and flurry.
Glad to be gone from a land of sand

and sickness and sorrow.
Short allowance of victual, and plenty

of nothing but Gospel!
Lost in the sound of the oars waa the

last farewell of the Pilgrims.
O strong hearts and true! not one went

back in the Mayflower!
No, not one looked back, who had set

his hand to this ploughing!

Soon were heard on board the shouts
and songs of the sailors

Heaving the windlass round, and hoist-
ing the ponderous anchor.

Then the yards were braced, and all
sails set to the wind.

Blowing steady and strong; and the
Mayflower sailed from the harbor.

Rounded the point of Gurnet, and leav-
ing far to the southward

Island and cape of sand, and the Field
of the First encounter.

Took the wind on her quarter, and
stood for the open Atlantic.

Borne on the sand of the sea, and the
swelling hearts of the Pilgrims.

Lrong in silence they watched the re-
ceding sail of the vessel.

Much endeared to them all, as some-
thing living and human;

Then as if filled with the spirit and

OREGON TSACUBR8 MONTHLY

565

Bariner his hoai*y head, the excellent

Elder of Plymouth
Said, "Let us pray," and they prayed, and

thanked the Lord and took courage.
Mournfully sobbed the waves at the

base of the rock, and above them
Bowed and whispered the wheat on the

hill of death, and their kindred
Seemed to awake in their graves, and to

Join in the prayer that they uttered.
Sun-illumined and white, on the eastern

vergre of the ocean
Gleamed the departing sail, like a

marble slab in a graveyard;
Buried beneath it lay forever all the

hope of escaping.
L#oI as they turned to depart, they saw

the form of an Indian,
Watching them from the hill; but while

they spoke with each other,
Pointing with outstretched hands and

saying, "Look!" he had vanished.
So they returned to their homes; but

Alden lingered a little,
Musing alone on the shore, and watch*

ing the wash of the billows
Round the base of the rock, and the

sparkle and flash of the sunshine.
Like the spirit of God, moving visibly

over the waters.
Thus for a while he stood, and mused

by the shore of the ocean.
Thinking of many things, and most of

all of Priscilla;
And' as if thought had the power to

draw to itself, like the loadstone.
Whatever it touches, by subtile laws of

its nature,
Lo! as he turned to depart, Priscilla

was standing beside him.

Thus Longfellow has given us in
poetic form the story of the depart-

lurking dangers in the form of fam-
ine and the wild Indian, to the
humble acceptance of the stern real-
ities, and to the deep reverence in-
born in these Pilgrims of I^lymouth.

That was the word picture, l^ow
let us look at the pictorial represen-
tation of the same scene by the artist
George H. Boughton. It is all there
— the barren unfriendly shore, the
Mayflower as it is about to dip be-
neath the horizon, the groups of
sober devout Pilgrims as they are
about to turn from the farewell to
their homes of toil, and here in the
foreground are John Alden and Pris-
cilla standing side by side.

Who can tell what is in their
minds as they gaze out over the
ocean at the retreating Mayflower?
Are they for one brief instant regret-
ting the departure and are they fear-
ful of what the future may have in
store for them? We think it may be
true, but we know too that there is
a vigor, a strength, a will and a
power in them both that will face
anything and will dare anything that
is right. Both figures are true to
the times in the usual Pilgrim cos-
tumes. But morn than all else the
whole picture is true to the spirit of

ure of the Mayflower. Every line is
filled with significant references to
that hard first winter, to the stern
nature of the early settlers, to the

the times. The picture was first ex-
hibited in 186K.

Since 1861 Boughton has been the
interpreter of life among the early

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566

OREGON TBACHERS MONTHLY

settlers of America. To quote from
the New England Magazine, "Bough-
ton has found a great deal that is
lovel)' and attractive which even to
those who know little and care less
aboiit the history of the New Eng-
land founders, has under his intc^r-
pretatJon become beauty and delight.
Artistically ho is better equipped for
the work than were any of his pre-
decessors. By his early education in
parly life and by the environment he
has made for himself, having thor-
ouglily studied the Pilgrims' three
homes. En.^Iand, Holland and Ameri-
ca, hr-^ has a firmness of touch and
warmth of coloring which make his
pictures seem so natural."

Mr. Boui^hton's jiower lay In hJs
ability to enter into the spirit of a
scene or story. Some one has said,
"Before a collection of his works it
is an April day with us between his
p:itho.> .'>n(l humor." Thi^ power

seems to be equally shown in nature
or people. The latter are not por-
traits but are rather types of people.
Though those types we are brought
into close contact with the life de-
picted, whether it be Puritan days
or Knickerbocker days or what not.
In 1873 a contributor of the Art
Journal wrote concerning Houghton's
work, *'As a whole his pictures are
not of a character to attract the visit-
or to a public gallery by striking ef-
fects of color or by the setting forth
of subjects that would at cnce at-
tract the attention. They are works
to be looked into and studied for
their negative rather than their pos-
itive qualities of excellence, for their
simplicity of design, tenderness of
emotion, felicitous expression, and
charm of subdued, yet not weak col-
oring. He is steadily advancing to a
high position among our genre paint-
ers."

Oregon Govermental Affairs

By ROBERT CARLTON CLARK, Eagene, Oregon

Special Flection in June.

In a spasm of enthusiasm for road
l)uil<iinL: tiie h^Kislative assembly at
its last session provided for a special
election in June at which time oppor-
tunity iiiifjht be given to sanction
bonds for this purpose. At the same
time th^' voter will be asked to pass
judgnu-nt on some eight other meas-
ures and any other lei^^islative acts
upon which the referendum might be
invoked. Such an election will cost
the stat«- and counties some $200.-
i)<\{). The county budgets have been
made up for the year and could not
aniieipate this additional expense. It
seems unfair to saddle it upon them
upon such short notice. Tlie county
commissioners of Curry county are
reported as having refused to order
or provide for tlie eh^ction on the
^Mounds tliat there ai*e no funds
available. At the time that the leg-
islative- assembly autliorized this
election it was anticipated that tlie
I'nited States would soon be drawn
into the European war. With the
whole energy and thought of the
people turned towards doing their
part in the prosecution of the war
there is no time and should be no

time for these more or less petty
state matters. Besides the steadily
mounting cost Of all the nece.ssitie>
of life calls for economy.

The Road Bondh.

During the last hours of the ses-
sion some bright mind, or minds,
within, or without the legislative as-
sembly conceived the idea of securing
the fund for a much needed system of
good roads by means of a special is-
sufince of bonds to the amount of
$6,000,000. The interest and finally
the principal on these bonds, we are
told, can be paid by simply doubling
the license tax on automobiles. The
automobile owner will not object to
this increase, in spite of the fact that
now besides paying a personal prop-
erty tax upon his machine he pays a
license fee to the state, because im-
proved roads means a decrease in the
cost of operation of his car. Under
the terms of the measure the coun-
ties must put the road in readiness
to receive a hard surface. From thi>.
fund raised by means of the bonds
the state is to put on the fi-nal hard
surface. The act provides for a high-
way commission of three members.

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ORBGON TBACUBRS MONTHLY

567

appointed by the governor, whose
duty it will be to supervise and auth-
orize the expenditure of this fund..

Specific Repeal Amendment.

Some one with a passion for con-
sistency and harmony and who thinks
that constitutions should be beauti-
ful as well as useful has persuaded
the legislature to add another to the
list of measures that go on the June
ballot. The object of this amend-
ment is to secure that "every pro-
vision of the constitution shall be
consistent and harnioniou.s with every
other provision," and that any
amendment that henceforth shall be
made to the constitution to be effect-
ive must specifically repeal all other
parts of the constitution that may
conflict with it, otherwise the said
amendment shall bo void and of no
effect. The purpose of this amend-
ment would seem to be to relieve the
labor of the supreme court whose
duty it has been to harmonize the dis-
cords and render consistent the in-
consistencies of the constitution.
Should -this amendment pass, here-
after that body would simply have
to decide if an amendment be "con-
sistent and harmonious." Should it
clash or discord it plainly could not
be allowed to stand. Then we would
need to elect supreme justices with
aesthetic faculties well developed and
ears attuned to the harmonious.

Taxation Ainrndnient>.

It it. not creditable to the intelli-
gence of the voters of the state that
they have repeatedly refused to pass
amendments several times proposed
by the state tax commission as neces-
sary if Oregon ever expects to hav«?
anything like a just systtMU of taxa-
tion. The object of these amend-
ments is to do away with the present
con.stitutional provisions^ that taxes
on all classes of property shall be
equal and uniform and make possible
a different rate of taxation as be-
tw€»en different classes of property.
These amendments should be sup-
ported.

All Elect ioiLs on Same Day.

Another amendment to thp consti-
tution requires that city elections be
held upon the same days as state
elections. In behalf of economy this
measure is meritorious. It overlooks.
however, the object desired in sep-

arating municipal from state and na-
tional elections. Questions upon
which local elections hinge are dis-
tinctively different from those in-
volved in state oi national elections.
There is danger if all come upon the
same day that local interests may not
receive the consideration they de-
serve. It is also possible that a
keenly contested municipal election
might obscure the state and national
concerns.

Ship Subsidy.

This measure would authorize any
city that is a port to raise money by
taxation or sale of bonds to be used
in the form of a bonus to aid in estab-
lishing water transportation between
such port and any other domestic or
foreign port. This involves the prin-
ciple of ship subsidies as usually ap-
plied on a national scale. This meas-
ure would empower Portland, for In-
stance, to subsidize lines of vessels
plying between it and other parts of
the world. It is not generally recog-
nized as a good principle to tax the
many for the benefit of the few. It
seems bad enough for one nation to
bid against another by means of ship
subsidies. It is worse practice for
city to bid against city. It means ap-
plying artificial stimulus where
natural advantages have proved in-
effective. The measure would be less
objectionable if it authorized a city
to purchase outright and operate its
own ships. By this means such prof-
its as accrue would be divided among
all the residents and taxpayers of the
city.

Primary School of Methods.

Have you yet written to Mrs. Ruby
Shearer Brennan, 460 E. Buruside
street, Portland, telling her that you
mean to attend her primary school
this summer? She needs to know
about how many teachers wish to at-
tend before she can announce the
place for holding the school. Last
year about one hundred teachers
were in attendance. The teachers
who have taken the course are highly
pleased and have been able to secure
better positions on account of having
the certificate of attendance which
Mrs. Brennan issues.

No really ^veat man ever thought
hin)self so. — Hazlett.

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Oregon Tree Studies

By WM. £. LAWBENOE, Department of Botany, O. A. C.

XII. — Tbe Western Yew.

In those who know^ the western
yew, it inspires a feeling of renewing
old acquaintance, because, although
found over a wide geographic range,
it is not frequently seen. It offers a
gentle reminder of the sentiment as-
sociated with the yew of Europe,

FlK. 1.

Which is frequently mentioned in lit-
erature. Its western relative is a
larger and more handsome tree.

The western yew (Taxus brevifolia
Nuttall) is little known except to the
woodsman and botanist. It was first
discovered by David Douglas in 1825,
on the lower Columbia river and later
found by Thomas Nuttall in the
"dense maritime forests of Oregon."
It may be most easily recognized by
the reddish purple bark of the trunk
and numerous short, soft and flatly
disposed leaves (Fig. 3) and in sea-
son by the scattered red berry-like
fruits. It is commonly called "yew,"
but should be given a more distinct-
ive name, such as western yew, to
distinguish it from the well-known
yew of Europe. It is also called Ore-
gon yew, Pacific yew, and other less
desirable names.

The yews are set apart in a family

by themselves, because they produce
bony, one-seeded fruits in place of
cones like the pine, firs, and other
conifers, belonging to the pine fam-
ily. Just as we find the members of
the pine family particularly abund-
ant in the northern hemisphere, so
we find the members of the yew
family widely distributed In the
southern hemisphere. There are two
genera of the yew family in North
America, both of which are relatively
unimportant economically, while in
South America and Australia other
members of this family constitute
some of the most important timber
trees.

Of the six species of yews north of
the equator, four occur in North
America, of which one is found in
eastern United States, another in
Florida, one in Mexico, and the
"western yew" on the Pacific coast.
The only near relative of the yew
on the Pacific slope is the Califor-
nia nutmeg (Tumion Californicum),
which does not occur north of Cali-
fornia.

The western yew is a beautiful
evergreen tree or shrub, occurring
west of the Continental Divide from
Alaska to Montana, Idaho and Ore-
gon, thence southward, west of the
Cascade and Sierra Nevada moun-
tains, into California to Santa Crui
county, in the Coast Range and to
Tulare county in the Sierra Nevada
mountains. It may be found at vari-
ous altitudes according to its latitu-
dinal range. In Oregon it ranges
between sea level and 6000 feet.

The western yew is a small tree,
15 to 30 feet, sometimes 35 to 50
feet, with diameters varying between
6 and 30 inches. The long, slender,
horizontal or slightly drooping
branches form a broad conical head.
Irregular in outline (Fig. 1). due to
the unequal length and varying po>
sitlons of the branches. The branches
extend nearly or quite to the ground,
except in the larger and older trees.
The western yew is slow growing,
both in height and diameter, espe-
cially under the deep shade. It re
quires from 75 to 90 years to pro-
duce a trunk of six inches, while

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ORBGON TBACHBRS MONTHLY

669

those varying between 12 and 20
inches are 140 to 245 years old. The
largest trees are thought to be from
350 to 375 years old. It attains its
largest size in Oregon, Washington,
and British Columbia. The trunk
is tall and straight, frequently un-
symmetrical and irregularly ridged,

Flff. 2.

with broad, rounded lobes. (Fig. 2).
The thin bark, the scales of which
flake off, becoming shreddy, is
smooth, red-brown to red-purple.
The inner or new bark is a pale rose
or purple-red.

The very slender leaf bearing
branches hang down, giving the tree
a weeping appearance, which is es-
pecially notable in trees growing
partly or entirely in the open, where
the leafy branches are most numer-
ous. The leaves are a deep, yellow-
ish green, shining above, paler be-
low, with a prominent yellowish mid-
rib, sharp pointed, thickish and
leathery. The leaves are evergreen,
persisting from 2 to 23 years, usual-
ly from 5 to 12 years. The flowers
are bright yellow, minute, and usual-
ly occurring on different trees. The
seeds are produced on the under side
of the twig and when mature partly
surrounded by a fleshy scarlet cup
fFig. 3) having the appearance of a
brightly colored berry. The fleshy
scarlet cup is often eaten by birds,
but the hard-shelled seeds are unaf-
fected by digestion. In this way the
birds materially assist in seed dis-

posal. The fleshy cup is sweetish
and edible, not poisonous.

The western yew is a prolific seed-
er, the seed having a persistent vi-
tality and a moderately high per-
centage of germination. The seeds
germinate in the wet moss and de
caying wood in the deep shade of
tall coniferous forests. The western
yew is nowhere abundant but most
frequently found near the margins
of low mountain streams, deep
gorges and damp ravines or on moist
flats and benches, where it is found
singly or in small groups. It is gen-
erally sparingly associated with the
Douglas fir, grand fir, redwood, tan-
bark oak, vine and broadleaf maple.

The wood is very heavy, strong,
hard, brittle, close-grained, elactic,
and a clear rose-red color becoming
gradually duller when exposed to
light. The sap wood is thin and light
yellow. It is durable and takes a
fine polish. It is of little commer-
cial importance on account of its
scarcity. The attractive color, elas-
ticity and durability renders it use-
ful for such articles as canoe paddles,
bows and small fancy cabinet work.
Also used for pulleys, machine bear-
ings, tool handles, wedges, mauls,

Flff. 3.

and fence posts. The ranchmen dress
the wood green. It was used by the
Indians of the Northwest for spear
handles, fish hooks, bows and other
small articles. It was at one time
highly prized among the Indians of
Southern Oregon and a product of
barter and sale with the native tribes
of California far southward.

The bark and leaves of the Euro-
pean yew have been used in medi-
cine, the former also in dyeing. Its
wood was highly prized by the an-
cients for making bows and even by

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OREGON TSAGUBRS MONTHIiV

modern archers. The leaves of the thought that the western yew is poi-
European ye^ have long been re- sonous and it would be interesting
garded as poisonous. It is also to know to what extent.

Grade Teachers' Department

EdiUd by 8ABSA OONKBS, 421 W«it Park BUmI, PoztUnd. OnfOB

Elumentary teachers and elementary teachers' aiioctationa art cordially inrited to Mid
Btwi iiemi of their actiriliei which would be of interest or value to other teachers te thii
department of the The Oregon Teachers Monthly. Address Editor of Oradt Teachers' Depart-
ment, Room 300, Court House, Portland, Oregoa.

Miss Jessie McGregor was made
the presiding officer over the largest
organization of women in Portland,
when she was elected president of
the Portland Grade Teachers' Asso-
ciation, which has a membership of
600. Miss McGregor, who is a teach-
er in the Holladay school, has for the
past year been the editor of the Bul-
letin, the official organ of the asso-
ciation, and of this she has made a
notable success. She combines good
business judgment with a deep in-
terest in the organization and in the
affairs of the day, with a winning
personality, and thus is especially
well fitted to hold this.office. Other
officers chosen are: Recording sec-
retary, Miss Lutie Cake; correspond-
ing secretary, Mrs. Laura Black;
treasurer, Mrs. Jennie Richardson;
first grade vice president. Miss Belle
Joseph; fifth grade vice president,
Miss Emma Dobie; seventh grade
vice president. Miss Kate Cahalin;
ninth grade vice president. Miss Julia
Spooner. In her farewell address
Miss Viola Ortschild, the retiring
president, made a strong plea for in-
dividual thought and decision on the
matters of the day, and urged that
more women be sent to the state leg-
islature, in the hope of securing bet-
ter and more just legislation.
♦ « «

The co-operative luncheon given
by the High School Teachers' Associ-
ation on March 17 was a most en-
joyable affair. It was well attended
by members of the various educa-
tional associations of the city who
listened with pleasure to Mme. Aino
Malmberg, a native of Finland, whose
talk on the present Russian situation
was intensely interesting. Dr. E. H.
Lindley took for his subject "From
Plato to Henry Ford" and delighted

his audience with the breadth and
scope of his address. Mr. Koehn,
president of the High School Teach-
ers' Association, presided and intro-
duced the speakers. This was the
second in what is hoped will be a
series of such luncheons, the first
having been given under the auspices
of the Grade Teachers' Association
early in the winter. The spirit of
acquaintance, of co-operation, of mu-
tual understanding, and of unity of
effort is worth cultivating and such
gatherings as these luncheons have
been will go far to accomplish it.
« • «

The Northwest Steel Company-was
visited on March 10 by a group of
teachers who were shown through
the shipbuilding plant by a capable
guide. The four ships now under
construction are for Norwegian
owners and are freight carrfers.
built at the cost of over a million
each. In less than a year the plant
of the Northwest Steel Company has
grown from a structural shop to a
most modern and fully equipped ship
building plant, now about ready for
Its first launching, which will be an
event in Portland's industrial his-
tory.

For Priman* Teachers.

No primary teacher who is not
thoroughly up on primary methods
can afford to miss attending Mrs.
Ruby Shearer Brennan's school this
summer, if it is possible for her to
attend. You will find an advertise-
ment of the summer school in this
number. Remember that the dates
are from June 25 to July 7. the two
weeks immediately preceding the
meeting of the National Education
Association.

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City Suoerintendents' Department

Edited by OEOBGE W. HUO, McMinnville, Oregon

Supt. F. A. Tiedgen of Marshfleld
hopes to make his district one of the
first class next year.

Mr. E. A, Thomas, of Spokane,
Wash., has been re-elected secretary
of the board, with a salary of $2400
per year.

Supt. J. M. Gwimi, of New Orleans,
La., has been unanimously re-elected
for a terra of four years, beginning
July, 1917.

Supt. L. W. Mayberry, of Wichita,
Kansas, has been re-elected for a
two-year-terra, with an increased an-
nual salary of $3800.

At Berkeley. California, a school
for janitors has been opened to make
possible a higher degree of efficiency
on the part of these employes.

Supt. A. T. Park of Pendleton has
been re-elected for another year. He
has introduced departmental work in
the 5th, 6th, 7th and 8th grades.

H. L. Hussong, principal of the
Taylor school of Astoria, has been
elected superintendent of the Astoria
public schools for a period of three
years.

Military training, with uniforms
and rifles under the direction of
United States army officers, has been
made a part of the Chicago high
school course.

Prof. E. A. Kirkpatrick, of the
Fitchburg, Mass., State Normal
School, is spending the year as ex-
change professor at the Bellingham
State Normal.

At Cleveland, Ohio, the board has
raised the pay of grade teachers $50
a year, making the maximum $1200.
Principals have been given increases
of $120 per year.

Supt. Ben Blewett of the St. Louis
schools was stricken with apoplexy
on January 26 while speaking before
the Congress of Constructive Patriot-
ism in Washington, D. C.

R. M. Himelick, principal of the
Cleveland Normal School, who was
offered $5000 in the State Depart-
ment of Indiana, has declined the
offer and will remain in Cleveland.

R. J. Cunningham, superintendent
of Bozeman, Montana, for the past
twelve years has been unanimously

re-elected for a term of three years
at $3000 salary, an increase of $500.

Supt. H. B. Wilson, of Topeka,
Kansas, has been re-elected for a
two-year term, with a salary of
$4800. Mr. Wilson has served two
terms as head of the Topeka schools.

The New York school board is
looking for a $10,000 man to man-
age its business affairs. The essen-
tial qualifications, as announced, are
successful business and educational
experience.

Principal L. A. Wiley of the Monta-
villa bchool, Portland, has been
transferred to the principalship of
the Couch school. Jesse McCord will
be Mr. Wiley's successor at the Mon-
tavilla school.

To. Supt. Daniel Hull of Grants
Pass belongs the credit of leading all
Oregon cities in aligning his school
teachers for the convention of the
National Education convention in
Portland July 7 to 14.

Edward S. Quigley, of Seattle,
Wash., has been elected assistant su-
perintendent of Los Angeles. For
several years Mr. Quigloy was assist-
ant superintendent in Seattle. He
will receive an annual salary of
$3000.

Supt. Francis, of Columbus, Ohio,
has ordered the abolition of exam-
inations. He argues that the teacher
should know from day to day wheth-
er the child has learned what he has
studied and whether he is ready to
take .up the work of the next grade.

Dr. John W. Withers, president of
Harris Teachers College, St. Louis,
Mo., has been appointed superjntend-
ent of schools for St. Louis l;o suc-
ceed the late Ben Blewett. Dr.
Withers is a graduate of Yale Univer-
sity and holds two degrees. He has
been head of the Teachers College
since 1905.

Twelve school buildings are being
used in Bend, Oregon to accommo-
date the school children, in addition
to a store, a shop, a church and a
tent which temporarily house the
overflow. The board has appointed
ten new teachers within eighteen
weeks, to take charge of the increase
of children.

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572

ORBGON TBAOHBR8 MONTHLY

Mrs. Leota Leever, principal of the
Columbus school, McMinnville, died
March 19 after an illness of about
ten days. Her position is being filled
by Miss Bess Shepherd. Mrs. Leever
was a very efficient principal and
was recognized as one of the strong-
est primary teachers in the state.

At Kansas City, Missouri, a plan
whereby sick and disabled teachers
may receive compensation for time
lost has been put into execution by
the teachers' club. All teachers who
Join receive, when disabled more
than twenty days, $1.50 per day. The
initial fee is $5, with annual fees of
$3 per year, thereafter.

The average tenure of the office
of high school principals in districts
of first class in Oregon exclusive of
Portland for the past four years
chows a gradual decline. In 1913-14
the average was 3.8 years; 1914-15,
3.8 years; 1915-16, 2.5 years; and in
1916-17 it is 2 years. Including
Portland the average would be in-
creased from one to almost two years.

Dr. H. D. Sheldon, dean of the
school of education of the state uni-
versity, urges that all University of
Oregon students seeking recommen-
dations for teaching positions should
have participated in at least two lines
of activities before receiving endorse-
ment for such activities as athleiics,
debating, music, dramatics and pub-
lication of school paper or magazine.

Under the direction of L. L. Sum-
mer, manual training supervisor in
the Portland public schools, a city-
wide poultry contest has been
launched. Manual training teachers
and principals in the various schools
will assist and an effort will be made
to secure contestants in every school
of the city. The boys or girls who
entor the contest are supposed to
make their own chicken houses in
the manual training shops, along
plans which have been provided by
Supervisor Summer.

Supt. A. C. Barker, of Oakland,
California, has resigned his position.
Seven of the biggest educators in
California have been selected to se-
lect his successor. The seven people
are: Dr. Benjamin Ide Wheeler,
president of the University of Cali-
fornia; Dr. Ray Lyman Wilbur, pres-
ident of Leland Stanford Junior Uni-
versity; Dr. Aurelia Henry Rein-
hardt, president of Mills College; Jo-
seph H. King, president of the Oak-

land Chamber of Commerce; Reuben
H. Wiand, labor representative; Geo.
Randolph, manager of the Union
Iron Works, and Rev. Albert W. Pal-
mer, pastor of Plymouth Congrega-
tional Church of Oakland.

Dr. B. W. DeBusk of the Univer-
sity of Oregon estimates 10,000
school children in the state are add-
ing 1300,000 a year to the expense in
the maintenance of the schools. These
children are those who are one or
more grades behind the standard for
their age. Dr. DeBusk says the
causes for the backwardness of these
children are largely defective teeth,
adenoids, diseased tonsils, defective
vision and bad hearing. First grade
students In the state show about
12% per cent failures. The percent-
age 'Jecrea.ses up to iha sixth grade,
and (hen the failure curve ascends
through the i;t~»enth, after which the
survivors rJiow an increating ratio of
mental capacity.

The graduating class of the Salem
High School, which this year num-
bers 133 members — the largest in the
history of the school — has voted for
a change in the form of the com-
mencement exercises. Instead of hav-
ing a speaker, as has been the custom
in past years, the exercises will be
conducted by the class themselves.
Six representatives will be chosen —
two by vote of the class, two by vote
of the teachers, and two on the
basis of highest scholarship for the
last two years of the course. Each of
these will be expected to contribute
to the program, with a reading, an
oration, or a musical number, ac-
cording to their preference. The idea
is to let the public see what the grad-
uates themselves can do, instead of
letting them sit passive while an out-
sider does it all. The class are very
enthusiastic over the idea, and pub-
lic sentiment seems to approve it.

The average number of years of
experience in present positions of city
superintendents of the nineteen first
class districts of Oregon for the year
1916-17 is 4.4 years. For 1915-16
is 4.1 years; 1914-15 is 4.4 years;
and for 1913-14 is 4 years. Supt
Dunbar, of Klamath Falls, Is the old-
est superintendent in point of ser-
vice having held his present position
for the last twelve years. Supt. Ford,
of Dallas; Supt. Imel, of Astoria;
Supt. Tooze, of Oregon City, and
Supt. Stanbrough, of Newberg, are
filling their respective positions for

Digitized by LjOOQ IC

I

ORBGON TBAOHBRS MONTHLY

573

G/^RNEGIE COLLEGE

LIFE SCHOLARSHIPS

Home Study CJouraes: For the next
30 days applications will be received
for Life Scholarships in the follow-
ingr Home Study Courses taugrht by
mail:

Normal Shorthand

Grammar School Typewriting:
High School Story Writingr

English Drawing

Agricultural Engineering

Domestic Science Automobile
Civil Service Real Estate

Penmanship Salesmanship

Bookkeeping Law

Now is the time to secure a life
membership in Carnegie College —
only a limited number of these
Scholarships are available. Send us
your name and address now — today
— tomorrow may be too late. Ad-
dress Dept, A, CARNEGIE COL-
LEGE, Rogers, Ohio.

Do You Want to
Travel at our Expense?

We want good men and women
for Traveling General Agents. Must
have fair education and good ref-
erences. Will make Contract for
three months, six months or year at
salary of $22.50 per week and neces-
sary expenses. Can assign most any
territory desired. For full particu-
lars address,

GKOiUwE G. <:loavs CO.,

Philadelphia, Pa., Drpt. Z

Exclusive Portraitc

PORTLAND, ORE.

W. Park and Washington St.

Impossible to be other than pleas-
antly natural surrounded by such
eliteness.

STUDIO'S

Seattle Portland Tacoma

Special rates to teachers during
convention week.

Playground

Equipment

We build swings, teeters,
merry-go-rounds, turning
poles, giant strides, flag
poles and general equipment.

The Havens Bros. Manufactur-
ing & Supply Company,

1618-20-22 Wasee St., DENVER, COLO.

Digitized by VjOOQ IC

574

ORSGON TKAfJHJanB MONTIII.Y

eight successive years. The six year
incumbents are Supt. Boetticher, of
Albany, and Supt. Briscoe, of Ash-
land. The fourth year superintend-
ents are Supt. Alderman, of Portland,
and Supt. Strange, of Baker, bupt.
Hamilton, of Medford; Supt. Hug, of
McMinnville, and Supt. Rutherford,
of Eugene, are in their second year.
Supt. McCulloch, of La Grande; Supt.
Park, of Pendleton; Supt. Powers, of
Corvallis, and Supt. Todd, of Salem,
are serving their first year. The
average number of years experience
in the state of Oregon for the nine-
teen city superintendents of the first
class districts is 10.5 years. The av-
erage number of years experience of
the nineteen superintendents is 20.4
years. The number of superintend-
ents of the first class districts with
no experience outside of the state
totals six. The number of superin-
tendents in first class districts with
experience in Oregon when taking
present positions totals eight. Eleven
of the nineteen superintendents re-
receive a salary of $2000 or more
and eight a salary under $2000.

Superintendent Simonds has care-
fully worked out a statement of com-
parative enrollments and teacher-
cost- of the Lewiston Junior-Senior
High School at the close of first se-
mester for four years. First half of
the school year 1913-14: Seventeen
teachers were employed in the sev-
enth and eighth grades and high
school work at a salary of $6850,
teaching 327 pupils, or a teacher cost
of $21 per pupil. First half of school
year 1914-15: The first year under
the fully reorganized plan, eighteen
high school teachers woie employed
in the junior and senior high schools
at a .salary of $7788, teaching 422
pupils, or a teacher cost of $18 per
p.upil. First half of the school year
of 1915-16: Eighteen high school
teachers were employed in the junior
and senior high school at a salary of
$8703, teaching 469 pupils, or a
teacher cost of $18.50 per pupil. First
half of the school year 1916-17: This
year nineteen school teachers are em-
ployed in the junior-senior high
school at a salary of $9 219, teaching
537 students during the first semes-
ter, at a teacher cost of $17 per
pupil. This shows a salary increase
of over $2278 since reorganizing the
school on the present basis, includ-
ing the employment of two extra
teachers, and yet the per capita cost

for teachers decreased from J21 to
$17 per pupil. The attendance hw
increased from 327 to 537 in the
same period of time, representing an
increase of 64 per cent in three years,
with a comparatively stationary
school population. The census
enumeration of pupils during tlie
past four years is as follows: 1869,
2021, 1973, 1896.

•

Change of AddLv».s.

If your address is changed before
the June number is published (May
25), you should write giving your
new address. The June number will
be a good one and no teacher should
fail to receive it. — C. H. J.

An Error Con-ected.

There was an error in the dates
given for Mrs. Ruby Shearer Bren-
nan's summer school in the adver-
tisement in the Oregon Teachers
Montl^ly for March. Instead of June
23 to July 4, it should have been
June 25 to July 7. Teacher? who are
planning to attend this school should
bear in mind the correct dates.

Moving l»icture Outfit.

J. P. Claybaugh of Vernonia, Ore-
gon, has for sale a moving picture
outfit. Anyone who is interested in
this machine should read Mr. Clay-
baugh's advertisement on another
page of the Oregon Teachers Monthly.

Hi|^ School Di|>loniai».

If you need high school diplomas,
write to the Oregon Teachers Month-
ly for prices and samples.

National Education AMsoclatlon.

The Union Pacific System of Rail-
roads has issued a beautiful folder for
the National Education Association,
pivingr much information and beautiful
illustrations of the Northwest. It may
be had for the asking-. Address Wil-
liam McMurry, General Passenger
Agent. Portland, Oregon. ^^^

TEACHERS WANTED
SI 00 to SI SO mOMTH

All teachers should try the U. S. Gowrj*
mont examinations soon to be held throup*
out ihe entire country. The positions to bj
filled pay from $600 to $1500; have short
iMurs and annual vacations, with full P>7-

Those interested should write immediatrfl
to Franklin Institute, Dept. A239. Rochester,
N. Y., for schedule showing ail examinatioa
dates and places and large descriptire hook.
showing the positions obtainable and PTl^
many sample examination questions, wdj^
will be sent free of charge.

Digitized by VjOOQ IC

ORBGON TBACHBR8 MONTHLY 67i

Changes in Educational Problems

are as inevitable as housecleaning in the Spring. Methods that are
shop-worn and out-of-date give place to the lasting and progressively
efficient.

Teachers and Librarians are constantly on the alert for books which
express a new inspiration, a new idea, a new viewpoint in teaching.
They will find many such in Ginn and Company's list.

Take the first step in blowing away the cobwebs from your educational
perplexities by sending to us for an exceedingly valuable booklet:

Questions on Teaching.

Sent free of charge to teachers and librarians.

GINN ScCOTV^PKNY

20 Second Street
San Francisco.

A. E. Shumate, Agent. 135 Third St.,
Portland, Oregon.

Costs Little More

to go East

CALIFORNIA

Before selecting the route for your next trip East consider these
three important things:

SERVICE

Steel cars, through standard or tourist sleeping car*?, unexct.lhtO
dining cars.

SAFETY

Rock ballast, automatic block signals, heavy steel rails, con-
sistant speed.

SCENERY

Known' throughout the country as "The Road of a TIuaMand
Wonders."

LIBERAL STOP-OVERS

Oor A^rnts are well Informed. Auk them resardlngr train McheduleN,
or write

JOHN M. SCOTT, (Jeneral Passenger Agent, Portland

SOUTHERN PACIFIC LINES

Digitized by V^OOQl^

General State School News

Grant County.

Miss Zetta Mitchell of Eugene has
been elected principal of the Austin
schools which position she formerly
held.

Miss Sarah Miller, of Sumpter, Or.,
is now teaching the Hamilton school
which is progressing nicely under her
able management.

Mrs. W. W. Slaughter of the Ritter
school and her pupils some time
since gave a school entertainment
which netted 149.00 for school pur-
poses.

Mrs. R. Robinson of Seneca and
Mrs. W. W. Slaughter of Ritter, two
among our most successful teachers,
have been re-elected to teach their
respective schools for the school year
1917-18.

In school district No. 36, Fern
Creek, Mrs. Maude Cork, the teacher,
and her pupils recently gave a bas-
ket social that netted |60 with which
a new organ for the school will be
purchased.

Miss Mary Viegas, who is now at-
tending the State Normal School at
Monmouth, has been engaged to
teach the summer term of i»Qhool in
the Cross Hollows district between
Long Creek and Galena.

New joint school district. No. 7-33,
between Grant and Wheeler coun-
ties, has one of the best small rural
school Louses in the county and Miss
Elsie Miller, of Spokane, Washington,
has charge of this school.

The Carter school district. No. 26,
where Mr. Wesley Harryman of Long
Creek is teaching, has installed a new
jacketed stove and about 1 60 worth
of much needed equipment. This
school has one of the best and most
interesting literary societies in the
county.

The Cottonwood school, in charge
of Mr. Coleman H. Justice of Fox, re-
cently gave a successful play to pro-
cure funds with which to install
much needed jacketed stove. The di-
rectors of this school have purchased
ample green hyloplate blackboard
and provided proper lighting for
their school. Other improvements
are to be made.

Miss Winnie Roe, of Monument,

has completed a successful term of
school in district No. 48 near Ham-
ilton. The directors of this school in-
stalled new up-to-date single adjust-
able desks during the fore part of
this term of school; and the teacher
and pupils gave a successful social
which netted |22.75. This money
was used to purchase a new green
hyloplate blackboard and a set of
maps for the school.

The Dayville schools are making
substantial progress under the man-
agement of Mr. W. M. Bennett, Miss
Gertrude Lyon and Mrs. Clara B.
Carroll. During the past summer an
additional room to the school house
was erected and other improyements
made. By means of a series of suc-
cessful entertainments and school
plays funds were raised with which
one of the best school pianos in the
state was purchased and installed.

The domestic science department
of the Prairie City schools now serves
hot lunches to sixty-five pupils who
thereby are able to do much better
school work. These schools are mak-
ing remarkable progress under the
able management of Prof. D. W.
Boitnott and his able corps of effi-
cient assistant teachers. Perhaps no
other town of its size in the state
has a better system of elementary
and secondary schools than Prairie
City. The work in all departments
of the Prairie City Schools is char-
acterized by a high state of efficiency
and the best possible scientific econ-
omization and utilization of energy
and time based on thoroughness and
practicability of all instruction.

Ldnn Oonnty.

A local teachers' institute was held
at Scio on March 30. Besides music,
recitations and dramatization by pu-
pils, addresses were delivered by
Earl Kilpatrick, University of Ore-
gon, and E. T. Reed of the Oregon
Agricultural College.

The third Local institute in Linn
county was held at Mill City on
March 31. At this insUtute there
were plenty of good songs and instru-
mental selections. Miss Ethel Davey
read a paper entitled "The Value of
English," and W. A. Scott gave a
paper on, "The Teacher and the

Digitized by LjOOQ IC

ORBGON TSAOHSIUI MONTHLY

577

PKiMiiity umy

AilTS

Second Sonintct

]VnSS MARY F. LEDYARD

will give a coarse In Primary
Manual Arts in Portland, Ore.

June 18 to June 30

Miss Ledyard was Supervisor of
Primary Manual Arts in the Public
Schools of Los Angeles, Cal.. for
tw^elve years.

Tuition $10

Address Miss Mary F. Ledyard,
St Helens Hall, Portland, Oregon.

New Sanitary Adjustable
School Desk

Hyloplate Blackboard

Write for catalogue of

SANITABY DESKS

Six different kinds

SCHOOL BOOM HEATEBS

Maps, Olobes, Supplies.

NORTHWEST SCHOOL
FURNITURE COMPANY,

S44-946 Third St., Portland, Or.

How to see the

PACIFIC
O CE AN

without extra cost on North-
west trips from Eastern
territory.

Make Historic Astoria

the Destination of
Round Trip Tickets to

NATIONAL EDUCATION

CONVENTION

July 7-14

PORTLAND

Send for pictorial map folder of the
Columbia River country which ex-
plains why Portland is the pivotal
point for summer outings.

Tell your Eastern friends to
have their tickets read via
Burlington Route. Northern
Pacific or Great Northern Ry.,
via Spokane and down the
majestic Columbia River via
the Spokane, Portland & Se-
attle Ry.

Ix>w Fares to Clatsop Beach
resorts daily from June 1

R. H. CROZIER, A. G. P. A.,

Portland, Ore.

PORTLAND

Digitized by VjOOQ IC

578

ORBGON TBACHSRS lf01fTHI«T

Pupil." Addresses were given by
Mabel Albee and Dean Berchtold of
O. A. C.

A local teachers' institute was held
at Harrisburg on March 10. The pro-
gram consisted of musical selections
.and some good draniatization work
by primary pupils. Besides this,
paper.s were read as follows: "One
Way to Grade and Standardize a
Rural School" by Mabel Haan;
"School Courtesy" by Jennie Reed;
"Preparation for High School Eng-
lish" by Marguerite Keefe; "Consoli-
dation of School Districts" by George
Schrf^iber; "New School Legislation"
by L. L. Gooding; "The Story Hour"
by Mrs. Dr. Dale; "Play and Play-
time" by Mrs. Cecil Wilhelm. Three
addres.^^es were also given as follows:
"Professional Reading for Teachers"
by Earl Kllpatrick; "The Parent.
Teacher and Pupil" by F. M. Max-
well; "Preparation for Citizenship"
by Judge Geo.' G. Binprham. Miss
Ambro.sine Murphy gave instructions
in Palni^T writing.

Jackson County.

Six boys have denoted their desire
to enter the Jackson County Corn
Acre project. Others may enter soon.

Quite a large number of contracts
employing teachers for next year
have heeu received at the superin-
tendniit's office recently for register-
ing. All so far have been for full
terms of nine months.

Api lit gale will have another rally
this yuar. The various schools In
Jackson and Josephine counties in
the Applepate valley will join in an
all-day ceh-bration. The Valley Pride
CreaniHry Association is back of the
movHmiMit and will aid the schools in
putting the event through. The date
set is May 2 4 at Applegate.

()\*T one thousand letters are be-
ing sf-nr by school children in this
county to teachers In the east, espe-
cially in Massachusetts, calling their
attention to the National Education
xVssocialion in Portland, July 7 to 14,
and incidentally extending an invita-
tion to them to stop off i-n Jackson
county to visit Crater Lake and other
places of inteerst.

The teachers' institute at Ruch on
March 24 was attended by about
sixty in spite of threatening weather.
The talks by Messrs. Sheldon, Frost,
Nibert and Cramer were enjoyed by

all. Miss Morrissey gave a demon-
stration in writing. Local music and
an appropriate luncheon furnished by
the ladies of the community aided
materially in making the occasion en-
joyable as well as profitable.

Talent will again hold the South-
ern Oregon Field and Track meet,
May 4, at Talent, at which time
Rogue River, Gold Hill, Central
Point, Jacksonville, Phoenix, and
Talent will compete in athletic events
for the Olympic trophy. A separate
list of events is being offered for
rural schools. The Olympic Society,
as has been customary, is taking the
lead in an endeavor to make the day
really worth while to every school in
the county.

Field meets Und community day
rallies are now in season. West Side
held a rousing rally on April 20. The
day consisted of sports, singing,
speaking together with an old-time
picnic dinner and general good time.
Seven near-by schools joined in the
festivities. Eagle Point has set May
3 far a similar jollification. Prin-
cipal W. O. Wheeler is working hard
to enlist the interest of every teacher
and pupil to join Eagle Point in mak-
ing the day a success.

School District 24, Miss Alice Cro-
raar, teacher, was recently added to
the list of standard schools of Jack-
son county. The occasion wak cele-
brated in a very appropriate manner
by the Commu-nity club. After the
entire neighborhood of about sixty
had satisfied their appetites at din-
ner served by Mr. and Mrs. Sheets,
all proceeded to the school house
where a standard school certificate
was presented the school by the
county school superintendent. An in-
teresting program followed, consist-
ing of music, stereopticaii talk and a
short business session at which time
it was decided to purchase a phono-
graph of Mr. Rose of Ashland who
deuionstrated the use of same in the
rural school.

Before the close of the school last
May, fourteen girls petitioned the
Grants Pass Board of Education to
open a class in carpentry for them.
As an experiment the board granted
the re(4uest and now the authorities
are surprised and gratified by the
progress made. Each girl makes little
articles for personal use, such as
glove boxes, rolling pins, card trays,
picture frames; several of the more
ambitious or skillful put together

Digitized by LjOOQ IC

ORBGOlf TBACHBRS BIONTHLY

579

Art Appreciation

can best be developed in the child by
means of

Elson Picture Miniatures.

Th<'«€. minitures are made of paper 3
by 4 inches in size and are perfect re-
priKiuclions of the originals. The as-
sortment contains 128 different pic-
turt-5 comprising the best of the mas-
tn-. ihroueh these pictures the child-
ren can familarize themselves with the
artist's name and the names of the
bept of his pictures. By this means
evH^y child during its school years
mny gather a little collection of pic-
tur»=^, and learn to appreciate the

BEST IN ART

>-'..d f( r Free Lists.

The J. K. Gill Co.

Booksellers, Stationers,

Complete Office Outfitters,
Tliird k Alder Sts., Portland, Or.

NORTHWESTERN

TEACHERS'

AGENCY

m

Largest in the West. For
the entire West only and
Alaska. Home office Boise,
Idaho. Progressive, Agres-
sive. Your best medium to
secure a Western position.
Write immediately for free
circular.

ATTEND GREGG
SUMMER SCHOOL

In PORTIiAND OREGOX

SPECIAL EIGHT WE]':KS COITR.SE

FOF; teachers. June 11 to August

10. N. E. A. Week off.

Subjects: GKECJa SHOUTHAND
(onlv system in which Oropon pives
examinations), TOUCH TYPEWRIT-
ING, I'ALMER METHOD PENMAiV-
SHII' (only system in which Oregron
Kives examinations), BOOKKEEP-
ING, ARITHMETIC, METHODS.

EXPf:RT SPt':CIAI.TST ]N CH\R(iE.

SPECIAL REDUCED RATES FOR

ENROLLMENT NOW.

Write immediately for complete in-
formation. Address

LINK'S

BUSINESS COLLEGE

Portland. Ore^n

N. B. — You may enroll in our Home
Study Department and start your
course by correspondence — NOW.

Summer Courses for Teachers

The University of Chicago

The School of Education

Courses for elementary scliool teachers
Coarses for secondsiry school teachers
Courses for superintendents and supervisors
Courses for normal school teachers
Courses for college teachers of education
Son;e of these courses are advanced courfses
lending to graduate degrees; some are ele-
mentary courses leading to certificates or
Bachelor's degrees. General courses in
Education f History, Administration, Educ,
Psychology and Methods). Special courses
in History, Home Economics, Household
Art. Latin, Modern Languages, English,
Mathematics, Physics, Gecgraphy, School
Science, Kindergarten, Manual Training,
and the Arts. Registration in the School
of Education admits td University courses
in all departments.

Summer Quarter, 1917
lat Term June 18- July 25
2d Term July 2 6- Aug. 31
Detailed announcement "will be sent v.pon
application to the
Director of the School of Education
Tnformntion regarding the Graduate and
Underffradiiate Departments of Arts, Liter-
ature, and Science, the Divinity School,
the Law School and the courses in Medi-
cine will be sent on application tc the

Dean of the faculties

THE UNIVERSITY OF CHICAQO,

Chicago, Illinois.

Digitized by VjOOQIC

680

ORBGON TBACHBRS MONTHLY

dressing tables with mirrors, tea-
wagons, while each girl is now work-
ing on a cedar chest (hope chest.)
The construction work is alternated
with lessons on the use and care of
tools, on the making of stains, var-
nishes and other "finishes." They
study the stock sizes of lumber, the
nature of woods, distinguishing dif-
ferent varieties, imported oaks from
native woods, walnuts from tropical
woods, etc. No girl is allowed in this
class unless she has first taken at
least a year of sewing and a year of
cooking. Some of the neighboring
towns are following this example and
Southern Oregon will be able to send
skilled women workers to replace the
men, if the international crisis de-
mands it. An interesting sequel to
this form of "preparedness" was
quite natural. This semester sixteen
boys asked for a course in camp cook-
ing and for eighty minutes each day
the school kitchen is about full of
capped and aproned cooks preparing
cereals or soups or milk and egg
recipes, quick breads, corn bread,
pancake, the doughs, pies, cakes,
meats both wild and stall-fed, even
ice creams and salads. Later on, as
the weather permits, actual picnic
lessons will be given on the use of
camp utensils and emergency meth-
ods of preparing hearty meals from
few and simple ingredients. Some
of the boys are tidying it on the home
folks and the consequent symptoms
surprise all concerned. Grants Pass
is likely to make this a permanent
feature of its high school course.

Yamhill County.

Fairview gave a splendid play to
crowded houses on the evening of
March 20, and also on March 21. The
title of the play is "The Finger of
Scorn," and it was so well rendered
that the company has been asked to
repeat it in other places. The net
proceeds were ^25 which will be used
in erecting a stage in the school
building, and in the purchase of an
added supply of dishes needed in the
various banquets held at various
times by the people of the com-
munity.

On Thursday, March 22, the
Grand Ronde school, Clover Leaf,
Rogue River, and Valley Junction as-
sembled in the Grand Ronde school,
and filled the large school building to
overflowing. The Grand Ronde band
gave the first number on the program

after which the children sang "Amer-
ica First," in a manner which showed
that patriotism is being Instilled Into
the minds of American children to-
day just as it ever has been. The
demonstration which followed the
song made it clear to every one that
the song had struck a popular chord,,
and that America is first, not only
with the children, but with every cit-
izen of our commonwealth. The band
furnished many selections through-
out the program, both in the morn-
ing and in the afternoon, and accom-
panied the audience while they sang
"America" as the closing number. A
club will be organized in every dis-
trict that was represented in the rally
and the children will no doubt con-
tribute largely to the success of the
local fair that is being planned for
Grand Ronde and vicinity for the
coming autumn.

One of the most interesting and
important meetings ever held among
the schools of the county was the pa-
triotic meeting held in the Moore's
Valley school house, on Sunday,
April 1. Almost every patron and
citizen of the district, and many
from adjoining districts were present
and a very interesting and appropri-
ate program was given. The teacher.
Miss Ruth Westerman, gave the open-
ing address and very clearly showed
to every citizen his duty toward the
flag and all that it represents, and
urged upon all present those lessons
in patriotism that every American
citizen loves to hear. Other Inter-
esting and appropriate numbers fol-
lowed, after which the county super-
intendent was accorded the privilege
of addressing the meeting, end af-
terwards was given the honor of rais-
ing for the first time, their splendid
new flag on the 75 foot flag pole
recently provided by the district. As
Old Glory reached the top of the
staff, and her immense folds, 8x16 in
dimensions, floated wide on the
breeze, the audience sang "The Star
Spangled Banner," and cheered loy-
ally for the grandest flag of the
greatest nation that has existed since
the world began.

Kind Hearts.

If kind hearts are the gardens.

We will plant kind seeds;
If kind words are the flowers.

We will do kind deeds.
From an acorn small you know

Some day a great oak will grow!
— Selected.

Digitized by VjOOQIC

ORBGON TBACMSRS MONTHLY

61

School of Primary Mothods

THIRD YEAR-

Beginniog Monday, June 25 and closing Friday, July 7
Full Ten-Day Sessions.

The building in Portland where the school will be held will be
announced later.

The stubjects of study will include methods in reading, arith-
metic, language, spelling, story telling, hand work, music, calis-
thenics, and folk dancing. All class room work demonstrated
with pupils.. The course will give practical helps that can be used
every day.

TUnjON $10

The primary school will occupy the two weeks immediately
preceding the meeting of the National Education Association.
Come prepared to remain over for that meeting.

It is desired to know as soon as possible how many will attend
the school so that a room may be secured of the right size. Send
a postal card soon. Address

Ruby Shearer Brennan

460 E. Bumside St., Portland, Oregon.

Convenient to North Bank, Oregon
Electric and Union Depots. Private
phones in all rooms and elevator.
Rates 50c to $1.50.

CLAYTON HOTEL

105i 12th and Wash. Sts.
PORTLAND, OREGON

Strictly respectable House
Homelike quiet and clean
Ra'es 50c and up per day

Mrs. H. J. Hefty, Proprietor

yiuzyuuyLjQQglC

Membership in the State Teachers' Association

Membership In the State Teachers'
AMOclatlon for 1917 began with Janu-
ary 1. Already a number of teachers
have enrolled for the new year, paying
$1.50 for membership including the
Oregon Teachers Monthly for one year.
Watch the list grow! Those enrolled
to April 15 are as follows:

1 Belle Smith, Glide

2 Normal School, ISmporia, Kans.

8 Margaret Thompson, Oregon City

4 Marion Mudgett, Hoff

5 Mary Vierhus, Oregon City
• J. Q. WiUiU, Kerby

7 Herbert Blatchford, Waldport

S Bmma H. Murray, Klamath Falls

f Marguerite Clark, Klamath Falls

10 M. Ethel Davey, Mill City

11 Ethel Shaffer, Lebanon

12 JttUa Hamar, Lutgens
If Hazel Hall, Turner

14 Hilda Muender. Butler

15 Bessie McFarland. PrinevUle
If Emma Howard, Portland

17 Lailian Koeller. Peardale. Calif.

If L. W. Riley. McMinnviUe

If Verna Q. Gardner, Amity

20 Ruth Chamberlain, Portland

21 Mildred N. Tilden, Nehalem

22 Annie WIckman, Marsh field
2f Laura Johanson, Cline Falls

24 Martha Skersies, Monmouth

25 Nell Moran. Portland

2f Bessie Parsons, Crawfordsville

27 Rae Langsworthy, Laurel

2f Lillian Lorets, Antone

2f W. T. Foster, Portland

f 0 Ruth Elkins, Canby

f 1 Cora E. Devor. Gk>shen

22 Jessie L. Turnidge, Sheridan

ff Edwin Woodworth, Molalla

24 H. Wayne Keesee, Klamath Falls

25 Buena S. Morganson, Scio
ff Alma L. Absten, Vlento

27 Marguerita Andrews, Lostine

2f Mrs. M. E. Stockton. Freewaier

22 G. H. Colvin, Haines

40 Sister M. Honorata. Tekoa, Wash.

41 Elsie Denson, Meacham

42 Mrs. M. E. Norton, Blachly

42 Frank J. O'Connor, Crescent City

44 Guy E. Dyar, Eugene

45 Helen M. Crump, Airlie
4f Grace Snook, Allcel

47 Arllna A. Pickett. Lewlston. Ida.

42 Leona C. Jackson. Newberg

4f Nellie Gerding. Astoria

50 Mrs. Joyce L. Hays. Cecil

51 P. C. Luh, Westervllle, Ohio

52 Mrs. Helen Garey, Powell Butte
52 Anna V. Caldwell. Roseburg

54 Roberta RIppey, Portland

55 Mrs. Anna Barzee. Edenbower

56 Mrs. Daisy Short. Myrtle Point

57 Ruth Norton, Philomath

58 T. J. Means. The Dalle.s

59 F. H. RobinRon. Port Orford

50 Mrs. Aurie Jewell. Portland

51 Hernfan Clark. Salem

52 Mrs. L. Allard, Wood burn

53 I^eola Dunham, Cloverdale

54 Esther Suydam, Aprnesa
$fi \^\co A. "White, Themawa
65 Will J. Roberts, Vale

57 Josephine O'T^eary. Portland

ff Emily G. Forrester, Portland

ff Ebba WIren. Astoria

70 Prances GIttins, Culver

71 Ethel A. Hopkins. Mlkkalo

72 Margaret McCulloch, Jackson. CsL

73 Anna Doyle, Blackfoot, Idaho

74 Mrs. C. E. Goetz, Portland
76 Pres. W. J. Kerr, Corvallis

76 E. B. Lemon, Corvallis

77 C. J. Mcintosh, Corvallis

78 Sister M. Guntilda, Tacoma

79 F. 8. Gannett, Salem

80 Fred S. Crowley, Dallas

81 Ruth E. LutJe, Enterprise

82 Sirs. N. A. Springer, Aberdeen, Wa

85 George E. Day, Yachats

84 Arleen B. Tilden, Barnesdale

86 Blanche Hubbs, Sllverton

86 Mrs. Mae Anderson, Monmouth

87 Joyce Teeters, Monmouth

88 Bessie Williamson, Corvallis

89 May E. Reeves, Summer Lake

90 Chas. H. Jones, Saiem

91 R. H. Powell, PrlneviUe

92 Ava B. Milam, Corvallis
98 N. H. Comish, Corvallis

94 Joyce Casteel, Flora

95 Adona Cochrane, ' Salem

96 Mary E. Fawcett, Corvallis

97 E. S. Evenden, Monmouth

98 Albert Carey, Nor tons

99 E. D. Ressler, Corvallis

100 Mrs. M. L. Fulkerson

101 Sherwin Shoales, Hubbard

102 Clara I. Langdon. Cai-lton

103 Lelah Parks, Ores well

104 J. H. Tompkins, Amity

105 Norma Reid, Portland

106 Mary E. €k>od. Gresham

107 Lucile Clark, Rainier

108 Mrs. Clara Beach, Klamath FaUa

109 C. Hansen, Cottage Grove

110 F. C. Fitzpatrick, Roseburg

111 Eva Trent, Dayton

112 Lottie Dimick, Salem

113 Clara L. Green, Denio

114 R. G. Dykstra. Independence

115 Abbie Coon, Philomath

116 H. F. Durham, Salem

117 J. E. Fulkerson, LaGrande

118 Eliza M. Pearson, Baker

119 O. C. Bennett. Sherwood

120 Mabel Barnes, Union

121 Gertrude Biever, LaGrando

122 Mrs. Chas. Ritchie. Lakeview

123 Minnie R. Allen, Monmouth

124 Belle Barker, Salem

125 Lane Morley, Talbot

126 Estella Criswell. Hubbard

127 W. A. Scott Albany

128 D. J. Steiner, Colfax, Wash.

129 Ethel E. Miller. Post

130 P. D. Braly. Aurora

131 W. I. Reynolds, Dallas

132 Etta Stimpson, Acme
138 W. B. Young, Albany
134 A. B. Cordley. Corvallis
185 MIna B. Hubbs, Canby

136 Wm. A. Fletcher. Buell

137 Elizabeth Wirt. Wlllainette

138 B. S. Wakefield. Creswell

139 Affnes Hilary. McMinnville

140 Grace Hottlnger, Stayton

141 Eunice Town send, Molalla
14^ Dominican Sisters, Portland

14 3 Rachel Maneman. Klamath Pall*

144 Sara Mark McMinnville

11.5 Edith Sherwood. Mill City

14fi L*>lah Tevland. Newberpr

147 Oliver Weesner, Newoerff

14R John Gavin, The Dalles

li9 P. Thordarson. Bend

1^0 Lexie Strahan. Joseph

151 Grace M. Reed. Milwaukle

ATTENTION PLEASE ! !

Teachers Dieconnt 10 to 20 per cent if
Ad. is preeented at onr Two Stores

THE BROADWAY
CLOAK and SUIT SHOP

165 Broadway, near Morrison.

ORBGOW TXSACHBRS MONTHLY

68S

268 Washington St., near Fourth.

POPULAB PRICED Coats,
Suits, Dresses, etc.

OPPORTUNITY ! !

for ambitious, wide-awake
teachers. We want you to
spend a profitable summer va-
cation helping us improve
school room sanitation. Un-
limited opportunities for doing
good and making money. Strict-
ly commission proposition, but
a commission that pays. For
further information address,

Ralph A. Roberts, Northwest-
em Manager Charles Smith
Company. Amboy, Wash.

ELMO S. WHITE
Lawyer

U. S. PATENTS SECURED
GENERAL LAW PRACTICE

402 Masonic Temple, Salem, Oregon.

Moving Picture Outfit Fop Sale

Outfit complete and in good work-
ing order. For description see
March number of Oregon Teachers
Monthly. For other information
write
J. P. Claylmugh, Vemonla, Ore.

Northwest Nor-
mal School of
Music and Art

Z.M.PARVIN,Mii8.Dao.,
Director.

The course of study includes —
Singing, Piano, Harmony,
Counterpoint, and Musical Edu-
cation. Write for circular and
further information, 408 Til-
ford Bldg., Portland, Oregon^

THE PORTLAND OFFZOB OF THB

FI8K TEACHERS' AGENCY

WELOOMES

Teachers for mil kinds of
teaehinc positions. Wa
are known from the At-
lantic to the Pacific
Coast and can locate you
in a more satisfactory
position than yon conld
find for yourself. We
make prompt replies to
all inquiries, furnish the
best available teachers
for all positions.

Send us your address
and we shall be glad to
mail you full particulars.

I

J. N. ELLIOTT.
514 Journal Building. Portland, Oregoa.

The Largest and Most Patron-
ized Teachers' Agency in
the West.

One Agency that Does the
Work of Many.

Wm. Ruffer, A. M., Manager.

KOC/<rMrr£ACH£fiiS

\/IGf/Vcr. EMPIRE BLD 0. DtsvfR COLO

684

ORBGON TEAOHIBIUI MOHTHI^T

152 Helene S. Blgrgrs, Burns 201

153 G. A. Rurlner. Vale 202

154 Mrs. Ada Burch, Berlin 203

155 Sabra L. Nason, Pendleton 204
166 B. B. Wick. Armlngrton. Mont. 205

157 Lucy Kopan, Hood River 206

158 Martha M. Eddlemon, Flora 207

159 Myrtle E. Lay. Molalla 208

160 LaVine Sheridan, Canby 209

161 Isabella J. McCulloch, Astoria 210

162 E. B. Huerhson. Portland 211

163 Clara Rutherford, Canby 212

164 Herbert W. Copeland, Pendleton 213

165 Sisters of St Francis, Pendleton 214

166 Hazel Mulkey, Vale 215

167 Sisters of St Mary, Sublimity 216

168 Belle Conlosrno, WheoJer 217

169 Carrie B. Adams, Elerin 218

170 Mrs. H. B. Brooks. Corvallis 219

171 H. T. Vance, Corvallis 220

172 J. F. Brumbaugh. Corvallis 221

173 W. S. Caverhill, Caverhill 222

174 Mrs. Lottie Tomlinson. Wauna 223

175 Veda E. Rhode«), Sheridan 224

176 R. J. Davis. Nyssa 225

177 Caroline Jokisch. La wen 226

178 Edith Leep, Halfway 227

179 Helen Chadbourne. Park Place 238

180 Josephine Locher, Burns 229

181 Fay Ooble, Lorane 230

182 Ernini Rathbun, Murphy 231

183 W. P. Matthews, Algona. Wash. 232

184 Hannah Mey, Alma. Mich. 233

185 Eugrenia Morse, Portland 234

186 J. B. Roes, Roseburg 235

187 Belle B. Whitaker, Myrtle Point 236

188 Sisters of St. Francis, La Grande 237

189 T. O. Hutchinson. Divide 238

190 R. F. Robinson, Alsea 239

191 Alma Hoppe, Dallas 240

192 Mabel A. Thomas, Keno 241

193 Mabel MaRinnis. Corvallis 242

194 Samuel W. Amey, Newbergr 243

195 Mrs. M. W. Bullard, Harrlman 244

196 J. M. Markel, St Antony, Idaho 245

197 Minnetta R. Emmel. Milwaukie 246

198 Mary A. Sias, Forest Grove |JJ

199 Bertha M. McCallister. Grants Pass 249

200 Mrs. Pansy Davidson, Walterville 250

Florence Laufman, Ft. Rock
Mrs. W. Jamleson, Brosran
Mar^raret Aldrich, Algroma
J. J. Stursill, Halfway
Mrs. Ada Sherman, Eikhead
Annie R Romiff, Camas
Alice M. Bacon, Grants Pass

D. W. Boitnott, Prairie City
Esther Krupke, Portland

E. Vera Powell, Itex
Mary A. Scott Oregon City
Frances Murk, Portland
Edith Pochin, Orenco
Fred N. Fox, Union
Roxie Denny, Canyon City
B. H. Conkle. Silverton

W. A. Johnston, McCoy

Loraine Goehring, McCoy

Alta Linderman. Rufua

Clara E. Sterns, West Linn

Victoria L, Weber, Newberg

Bessie E. ICnauff, Eddyville

Elva Conklin, Flora

A. C. Morrison, Marshfleld

Blodwin Davies, Astoria

Mrs. Grertrude McEl fresh, Corvallis

Bertha Stephens, Cottage Grove

Frieda Close, Clatskanic

P. O. Brainard, Nyssa

A. B. Owen, Thomas

Mrs. Nellie G. TIrrill, PrineviUe

Ethel A. Poland, North Bend

K. E. Wagner, Oak Grove

A L. Briggs, Watsonville, Calif.

Alvhied Romtvedt Lakeview

Geo. D. Ingram. Hillsboro

Minerva Thrall. The Dalles

Lucy W. Glass. Jeannette, Pa.

Beth Perry, Houlton

Susie Faith, Mipsouri Valley. la.

Lulu B. Montgomery. Ashwood

Winnifred Osten. Heppner

Carrie Eilertsen. Dairy

Fannie M. Fisher, Haines

Mrs. C. F. Vergen. Newberg

Geo. A. Hoover, McMinnvllle

Thelma Blair, Medford

Wm. A. Neumann, The Dalles

F. J. Tooze, Oregon City
Pearl E. Miller, Tillamook

The State Schools

Oi-egon Agricultural College.

The Oregon Agricultural College is
preparing. At the first call to arms,
which came at mid-night, March 27,
nine cadets reported to the armory
for service with Company K, and the
next morning two more left for Port-
land to enlist with Company M of
Salem. Twenty-seven others have
enlisted since then, and there are
1060 men in the college taking mili-
tary training who will throw down
books and take up guns the moment
they are needed. There is unusual
activity in the military department;
target practice is going on, trenches
are being dug and bayonet drill is
being carried on. Seniors who leave

college to enter the United States
military service will be given full
credit for all work which was of
passing grade at the time of enlist-
ment; all others leaving to enter the
service will be given credit for all
work in which they had a passing
grade when enlisting, excepting those
subjects which are pre-requisites.
These subjects will be marked 'in-
complete/' and upon the student's re-
turn to college he will be given spe-
cial instruction for the removal of
these incompletes. The technical
training in the regular college
courses is being utilized for military
purposes, since there is a place in the
officers' rege^e corps for every man

r

ORBGON TKJLCBmBB MOHTHIiT 586

THE

>
K-

SUMMER SCHOOL

SALEM

Begins on March 26, continuing

THIRTEEN WEEKS

Classes in all the branches for teachers' papers.

We Train for Scholarship

and Higher Grade Certificate

Salaries adjust themselves according to the qualifications and am-
bitions of the teacher. When you see some teacher receiving more
money than you for your services you had better study the cause
and then apply the remedy. Make up your mind that you are
going to raise the grade of your certificate this year.

Address J. J. EBAPS, SALEM, OREGON.

IMPORTANT NEW BOOKS

To SUPERINTENDENTS AND PRINCIPALS:

Here are new books, every one of which you will need to order for your
own use, and for the school library:

STRAYER & NORSWORTHY: How to Teach (Feb. 7, 1917) $1.30

The results of educational research and experimentation, and the best
educational thought of the present day interpreted and organized for
the reading and study of teachers.

PEARSON: The Vitalized School (Feb. 7, 1917) $1.40

An interpretation of some of the «chool processes in terms of life
processes, and suggestions for making these processes Identical.

MARTEN: Manual Training — Play Problems $1.25

Practical, definite suggestions, with photographs and drawings, for
the construction of problems for play and for manual training.
Sent prepaid upon receipt of list pi-ice.

THE MACMILLAN COMPANY,

I

yiiizedbyCjQQglC

619 Second Avenue, Seattle, Washington
P. N. Plamondon. P. A. Knowlton.

686

ORBGON TEACHBRS lf01fTlII.T

who is proficient in some one branch
of work.

Several of the faculty have re-
sponded to the call. Dean H. M.
Parks was the first faculty man to
receive an appointment, which wa& a
captaincy in the engineering corps.
He is also a member of the ezamin-
ing board for recruits for the en-
gineering officers' reserve corps. W.
H. Peaslee, instructor in electrical
engineering, has also received a cap-
tain's commission in the signal ser-
vice. And the men are not alone In
their desire to serve the country.
Nearly one hundred girls have signed
the pledge which admits them to
membership in the Girls' National
Honor Guard, and lessons in the dif-
ferent corps are going on daily. They
have also cancelled all social func-
tions and the money which would
have been spent in entertainment will
be given to the Honor Guard. A great
many of the girls have joined the
class in First Aid, organized by Dr.
Browne, of the physical education de-
partment.

The Extension Service is also do-
ing its share in pi^paring for the
crisis by lecturing and demonstrating
on the best and most efficient ways
to produce and preserve the nation's
food materials. Never in history has
there been such a shortage of lood
all over the world as there is now,
and with the entrance of the United
States into the war, the situation be-
comes yet more tense, for thousands
of men will be taken from the pro-
ducers' class and put into the con-
sumers' class. To aid the people in
taking advantage of their resources
in the best possible way, the Exten-
sion Service sent, in co-operation
with the 0-W. R. & N. railway, an
exhibit car into Eastern Oregon with
lectures and exhibits from the col-
lege. Poultry raising, vegetable
gardening, and home canning were
the subjects taken up, and experts
will show the most approved methods
of dealing with them. A. G. Bouquet,
of the horticultural department, told
how to convert the vacant lots and
back yards into productive vegetable
gardens, and Miss Cowglll, of the
home economics work, showed by
actual demonstration, the best way
of canning these vegetables. Poultry
raising was discussed by C. C. Lamb,
of the poultry department, and Miss
Johnson, of the domestic science
staff, told of the best substitutions of

cheaper foods for the more expensive
— ^food value being considered. The
car was out two weeks, leaving Cor-
vallls April 9, and visited all the
larger towns of Eastern Oregon.

Correspondence regarding the
summer school work is coming into
the registrar's office very rapidly.
says Mr. Hennant. Letters are re-
ceived daily from all parts of Oregon
and from central and southern Cali-
fornia, as well as from the northern
states, indicating that the registra-
tion will, in all probability, exceed
that of last year.

A new constitution governing the
college assembly was recently adopt-
ed by the student body. The desire of
a change from the old system of gov-
emment has long been felt, for dae
to the rapid growth of the student
body, both in size and variety and ex-
tent of activity, the need for central-
ization of responsibility has become
more and more evident. Two new
offices have been created by the new
construction, that of general man-
ager and of board of controL The
board of control, consisting of the
student body orficers and three fac-
ulty members, selects the general
manager, who assumes control of all
student body affairs. The new eon-
stitution has been in the hands of
the executive committee and the ad-
visory board since last fall, and ihey
have worked out as nearly a perfect
a plan as possible. It is hoped (hat
by the new system there will be a
centralization of authority and re-
sponsibility in student affairs that
the old did not provide for.

Dean J. A. Bezell, of the School of
Commerce, has been askea by the
United States Office of Farm Man-
agement to Investigate the business
practice of some of the larger con-
cerns throughout the country. If the
plans materialize, he will leave Cor-
vallis about the middle of June, and
before returning in September, will
have visited practically every state In
the union. The results of the inves-
tigation will be publishea in bulletin
form by the U. S. Department of Ag-
riculture.

Oregon Nomuil SohooL

The faculty was represented hy
Miss Laura Kennon, of the English
department on the morning of March
2. Miss Kennon took for her snh-
ject, "The Bible As Literature." This
attitude toward Mie^A^J^^^which Miss

Digitized by ^

ORBSGON TBACHBRS MOHTHI^T

HI

Fliedner Building, Tentli and Washington, Portland

John H. Long - A. P. Armstrongs Associate Principals

The old school, the new school, the quality school

SPECIAIi RATES FOR SPRING AND SUMMER

Open all the year. Enter at any time. Individual instruction. Position when
competent. Investigate — it will pay. Oall, telephone Main 518, or write.

TEACHEBS SUCCEED SPLENDIDLY IN OFFICE POSITIGNS

on account of experience in meeting and dealing with different
people, and can prepare for such- work in a short time.

TEACHERS OF COBIMEBCIAL BRANCHES

will find our review course worth many times its cost. This
course was arranged by Mr. Armstrong, and is taught by him.
Experienced in business college work, late superintendent of
Multnomah county, he knowi the needs of commercial teachers
and can meet them fully, ai well as prepare for examinations
for certificates tc teach such branches.

NORTHWEST TEAC5HERS'
AGENCY

T. B. Hanna, A.M., Mgrr., North

Yakima. Wash.

Best positions from Dakotas to

California and Alaska.

We are pleased at all times to
furnish samples of invitations, an-
nouncements, cards, etc. Write for
samples.

THE IRWIN-HODSON CO.
Lithographers, Ensmrera, Stfitloaers

Retail Store 387 Washington St,
Portland. Oreiroii

DigitizedbyVjOtJ

yoi

$M

ORBGON TKAGHBRS MOBrTHI^T

Kennon bo ably presented, was more
#r less new to her audience and was
Hade more forceful by the judicious-
ly selected illustrations of various
kinds of literature to be found in this
Wonderful book. Miss Kennon's talk
will cause many who heard her to
look on the Bible from an entirely
different point of view.

The outside speaker for the as-
sembly period of March 9 was Super-
intendent Tooae of Oregon City. Mr.
Tooze took for his subject "Some
Phases of Education." He began with
t eominrehensive view of pioneer edu-
cation and came on down to prac-
lleal problems of the present day
teacher whose characteristics he
•numerated. The Normal School en-
Joyed Mr. Toose's interesting address
and was delighted to have him as a
guest.

Nearly one hundred and fifty stu-
dents from the Oregon Normal School
#11 a special chartered train
''stormed" the Oregon Agricultural
College on March 9. The immediate
cause of this "invasion" was the
State Oratorical Contest in which
Miss Mamie Radabaugh represented
Ihe Normal School. Miss Radabaugh
gave a very creditable oration in a
pleasing manner and the decision of
the judges was entirely satisfactory
to the Normal School delegation. In
enthusiastic support of their repre-
sentative the Normal School was
voted the laurels of the occasion.

The, week from March 16 to 23
Was used by President Ackerman to
visit the Normal Schools of Chico and
8an Jose, in California. President
Ackerman made this visit with the
fntention of studying the plans of
organization, arrangements of cours-
es of study and the type of work done
in each of these courses in order that
t direct comparison might be made
with the work done in the Oregon
Normal School. This visit was the
more timely considering the fact that
the Oregon Normal School course
will be re-arranged next year with
Ihe elimination of all work below
graduation from a standard four-year
Sigh school. President Ackerman's
report of his visit was enthusiastic in
yralso of the work done in these two
schools, and very optimistic in regard
to the work being done in Monmouth,
considering the financial limitations
and plant facilities.

Mr. M. S. Pittman, head of the
rural department was the faculty rep-

resentaUve March 19. Mr. Pittman
read a very thoughtful and interest-
ing paper on some phases of educa-
tional evolution. Mr. Pittman out-
lined the growth of our educational
system and pointed out the mistakes
of the past which would serve as a
basis for lessons in the future. He
made the prediction that the salva-
tion of American education in the
next few years will rest largely in
the popularizing of industrial educa-
tion, an industrial education that
would be practicable in the efficient
economic development of the country.

Superintendent George Hug of Mc-
Minnville schools was the assembly
speaker for March 16. Superintend-
ent Hug gave a very interesting talk
on the fundamentals of success in a
teacher and outlined concretely many
of the problems which confront the
beginning teacher and the ways of
successfully meeting these problems.
Since he himself typifies a man who
has carried out these ideas, his sin-
cere advice was doubly appreciated
by the student body. Mr. Hug's talk
was an inspiration toward profession-
alism.

Mr. H. C. Ostien, of the depart-
ment of mathematics, represented the
faculty March 23 and chose for his
topic "The Columbia River High-
way." With beautifully colored pho-
tographic slides of the scenic beauty
of this wonderful region Mr. Ostlen
made it possible for everyone to en-
joy the splendid trip. Those who had
made the trip enjoyed the pictures
most of all. ''Good Roads" and their
relation to Oregon's development and
particularly their relation to public
schools of Oregon was the point of
departure fpr the trip. The pictures
were an interesting revelation to
many of the students, made more so
by the comments of Mr. Ostien as the
pictures were shown.

Miss Mabel G. West, the librarian,
has been in Los Angeles during the
month where. she has undergone two
operations. Her many friends will
be interested to know that she was
recovering rapidly at last reports.

One of the biggest days of the se-
mester was Junior Day, March 30.
With the largest junior class in the
history of the school, some 270 in
number, the possibilities for the day
were unlimited. The careful organi-
zation of the plan and the accurate
carrying out of the work of the vari-
ous committees made the day a mem-
Digitized by VjOOQIC

1

ORBSeOlf TEAOHBRS MONTHLT 589

♦*M.^

Will Yo\s Be interested in a

Personally Conducted

Tour of Eastern States

In June

including every pron>inent port from
Montreal to Savannah, Georgia.

All Expense Included-5 WeeKs-$330

For descriptive literature and full information write

Dorsey D. SmitK, Tourist Agency

116 Third St., Portland, Oregon

New All-Purpose
Motion Picture
Projector

The Model 2 Victor Animatograph
or standard film and standard slides.

Projects Roek-Staady, tory in any clau of

Brilliant, Plickerleii Im- service,

ages. The only standard school eqaipment for

quality motion pietnre aniversal service, in class

machine that is portable, 'oo™ •'^^ anditorium.

low in price, reliable, ^^te for prices and

and guaranteed satisfae- trial terms.

VICTOR ANIMATOGRAPH CO.

185 Victor Bldg., Davenport, lowa^ U. S. A.
(Afanufacturen of the old Reliable Victor Portable Stereopticon and Victor

Lantern Slidea) , ,

■ ' giiizedbyVuQQQiL

690

ORBGON TBULCHBRS lf01ITHI«Y

orable one. The special theme was
"See Oregon First." This started with
a skit during chapel time depicting a
varied lot of travelers who wished to
visit Oregon. During the program in
the afternoon these travelers were
shown the state educational institu-
tions, the Willamette Valley Cherry
Fair and characterislio industries of
the various parts of the state. The
program was interspersed with de-
lightful bits of costumed dancing,
scenic pictures and original catchy
music. After the mdin program in
the chapel a side trip was taken to
the summit of Mt. Hood along the
Columbia Highway. After this climb,
which was at the gymnasium, the
climbers were rewarded by a gener-
ous helping of Mr. Hood ice cream
and the pleased guests went home en-
thusiastic over Junior Day.

During the recent campaign for the
Oregon militia a goodly number of
the men from the Normal School stu-

dent body responded to the call. This
depletion from the small number of
men in the student body makes their
absence very noticeable.

Senator J. K. Gill of Portland was
the assembly speaker for April 2 and
spoke on the "Indians of the Colum-
bia River Basin." He held the closest
attention of his audience for an hour
while. In his exceptionally pleasing
way, he told of these people, so ro-
mantically interesting to all Ameri-
cans. Senator Gill used interesting
charts and drawings in tracing the
development of the Indians from the
crude Stone Age to the present. He
told fact after fact about their life,
religion, and customs as obtained
from fossils and traditions and left
in the minds of his hearers a per-
manent interest in this subject and a
store of Interesting information
which will be passed on to many boys
and girls of the state.

The Independent Colleges

PiiGilic GoUese.

President Pennington gave the
closing address at the Ministry and
Missions Conference of the Y. M. and
Y. W. C. A. at Salem, April 6-8.

Miss Norma Harvey, of the class of
1917, has been chosen by the stu-
dent body as May Queen. The May
Day celebration will be held on Sat-
urday, May 6.

In accord with the discipline of the
Friends Church (Quakers) Pacific
College will officially center its ef-
forts for service to the United States
in the present war on the ambulance
service, Red Cross work, etc. Friends
are already in communication with
President Wilson In regard to this
work.

March 3 the faculty and student
body of the college gave a unique
"At Home" to the college boards
alumni, woman's auxiliary, visiting
committee and other friends. Mem-
bers of the faculty and student body
gave addresses of appreciation to
their friends, which we^e responded
to by representatives of each of the
organizations honored.

Pacific College was this year the

winner of the Willamette Valley
Basketball championship, the league
of the independent colleges of the
state, playing through the season
with the loss of only one league
game. Only one game was lost out-
side the league, and that was with
the O. A. C. team, which the Pacific
College team defeated on the New-
berg floor, losing, however, in the re-
turn game at Corvallis.

Through the irstrumentality of the
college, Newberg audiences had two
opportunities to hear David Stan
Jordr.n recently. With Portland, Che-
h^lis, Vancouver and Seattle asking
for his services on the evening of his
address in Newberg, he came to tbe
Quaker city and the Quaker college,
because he had become acquainted
with President Pennington in a con-
test in oratory which David Starr Jor-
dan judged and President Penning-
ton, then an undergraduate, won;
and because Pacific College was the
school attended by Herbert C. Hoof-
er, head of the Belgian Relief Com-
mission, before he went to Leland
Stanford for his work In mining en-
gineering. .

Digitized by LjOOQ IC

ORBGON TBAOHERS MONTHIiT S91

Summer Session 1917

JUNE 11 to JULY 28

> I I

Oregon Agricultural College

COURSES OF INSTRUCTION t

1. Courses for Teachers.

2. Courses for Collegre Entrance and Collegre Credit.

3. Boys and Girls Short Courses.

4. Preparation for Teachers Examinations.

5. Vocal and Instrumental Music.

SPECIAL INSTBUOTOBS

1. Home Economics — Miss Alice Ravenhill, Liondon, Engrland; Mrs. Mary

Schenck Woolman, Boston.

2. Manual Tralningr — ^Mr. Geo. Fred Buxton, Stout Institute.

3. Additional Specialists — Will be announced in bulletin and subsequent

advertisements.

BEOXJLAB COLLEOE FACULTY

Instructors from the reerular staff include specialists in Home Econom-
icSp Manual Trainlngr, Commerce. Agricultixre, Art, Biologry, Chemistry.
Physics. Education. Economics. Political Science. Psychologry, etc. In all,
about one hundred courses will be offered.

CUT OUT AND MAIL COUPON BELOW

r ■" "" " "■ 1

£. D. RESSLER, Director

0. A. C. Summer School,
' CozralliB, Oregon. *

I Please send copy of 1917 Bammer School Bulletin to my address. |

I I \

I I

^t »>»»<»»«»»••♦•••••••••••••••••••••••••••• T*'^Af\1/^* *T

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592

ORJBGON TBACHBRS MONTHI^Y

McMinnvUle OoUege.

Beginning with the new year the
faculty of McMinnville College pro-
hibited the use of tobacco in all
forms. As a result of this ruling the
college lost only one or two students,
all the others having accepted the
situation. This is an example which
every educational institution ought to
follow in view of the deadly effect of
nicotine upon students.

McMinnville College has lost about
a dozen students from its ranks who
have enlisted in Company A of Mc-
Minnville. A Cadet Corps has been
organized in which very nearly one
hundred students are now training
daily. It is expected that a company
A of McMinnville College will result
from this movement. The company
is being drilled by Mr. Leonard S.
Hopfield who has had several years
of service in the army. The faculty
has agreed to give two credits to
every student who drills regularly
and faithfully.

The library of McMinnville Col-
lege has just received a copy of a
new booJc entitled "The Development
of China" issued by Houghton-Mifflin
Company. The author of this book
is Prof. Kenneth Scott Latourette,
Ph.D., who graduated from McMinn-
ville College in 1904. He received
his Ph.D. from Yale University and
later taught for several years in the
College of Yale in China. Mr. Lat-
ourette has in preparation a similar
work on Japan.

Albany College.

Commencement day this year will
be June 13, 1917, and the class has
selected for its commencement
orator, the Rev. George L. Clark, of
La Grande, Oregon.

Francis W. ToUes, Kenneth Diven,
David Martin, Thomas Kirkwood,
Warren C. Hunter, Annie Watkins,
and Prof. F. C. Kent represented Al-
bany College at the Salem meeting
of Ministry-Missions Conference.

For the May Day celebration,
which will occur Tuesday, May 1,
1917, Miss Marion Stanford, May
Festival Queen, has chosen Bertha
McCormick, Margaret Gibson, Georgia
Thompson, and Ibby Green as her
maids of honor. Delmer Gildow will
be master of ceremonies.

The Albany College Annual brought
out by the student body is rapidly

approaching completion, and copies
are expected from the printer in a
very few days. The Y. M. C. A., of
Albany, is planning a circus, the pro-
ceeds of which will be used to help
finance the Annual.

President Lee, chairman of the
committee on co-operation, of the pri-
vately supported colleges of the state,
is sending out a circular letter to all
the accredited high schools of the
state, making the same offer of an
Oregon Conference Scholarship that
the private colleges mado last year.
It is hoped that the high schools will
respond promptly to this offer of a
scholarship.

The student body of Albany Col-
lege is showing its patriotism in a
most emphatic and tangible manner,
as shown by the fact that the follow-
ing young men have enlisted in the
service of their country, having
Joined the Coast Artillery Corps:
Louis A. Jones, Paul C. Dawson.
Charles D. Jones, Arthur R. Jones,
Clifford F. Fairfax. OrviUe C. Smith.
Francis W. ToUes, Forest S. Camp-
bell, L. L. Myers, Alva Starr, Lewis
R. Dougherty, C. K. Logan and J. C.
Haberly. The young ladies of the Y.
W. C. A.^ are working enthusiastically
in connection with the Red Cross so-
ciety, taking First Aid lessons.

Pacific University.

Pacific University at Forest Grove
this year has finished its debate and
oratorical contests with other col-
leges in a rather remarkable way. In
its inter-colegiate debate with Wil-
lamette University on "The Literacy
Test" for immigrants, we won both
the negative at Forest Grove, and tbe
affirmative held in Salem. A double
headed victory of this sort is rather
unusual in the history of state de-
bates. To fill its cup of glory to
overflowing, it also came out victor
in the Oregon College's Inter-col-
legiate Oratorical Contest participated
jn by the colleges of this state in-
cluding the State University and the
Agricultural College at Corvallis.
Here again its representative, Mr.
Lester T. Jones, proved the thorough-
ness of his logic and delivery by
ranking first in thought and compo-
sition as well as In delivery. This,
too, is a rather remarkable perform-
ance. Pacific University rejoices In
the campaign of a closer affUiatton
of its alumni SLUdfqppp^^ studeatfl

ORBGON TBAOHBRS MONTHLY 593

The Horse Pair — Bonheur

PICTURE STUDIES

Including the one illustrated above and more than thirty
others recommended in the Oregon State Course of Study.

These studies are issued in the form of eight-page leaflets
' and give a complete discussion of the picture besides a sketch
of the life of the artist.

These studies are extensively used in graded schools, teach-
ers' colleges, art institutes, etc., throughout the United States
and are recognized as the most practical helps obtainable.

The picture studies appearing in this journal are reprints
of our publications.

They may be had for the following price ; Fifteen cents per
dozen copies or One Dollar per 100 copies, assorted as desired
and postpaid.

SEND FOB COMPLETE LIST, FBEE

C. AL PARKER ESTATE, Publishers, TaylorviUe, IlL

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694

ORBGOlf TBACHS2RS MONTHLT

and re-organlzed faculty and in its
agrgressive campaign to double its at-
tendance next year. The faculty of
the conservatory of music has been
out on quite an extensiye tour, giv-
ing concerts which have been re-
ceived everywhere with very sincere
appreciation. All the student body
are at present interested in the pro-
posed military drill which promises
to enroll every young man in college.

Reed College.

Reed College will co-operate with
other institutions in the work of the
National Research Council, and, for
that purpose, has appointed a com-
mittee consisting of the president,
five other members of the faculty,
one member of the board of trustees
and one alumnus.

During the coming summer. Prof.
Hudson B. Hastings will give courses
in Commerce and Industries at the
University of California, and Prof.
William F. Ogburn will give courses
in Sociology at the University of
Washington.

Reed College has arranged, at the
requesl of the colleges of the North-
west, for Dr. LeBaron Russell Briggs,
president of Radcliffe College and
dean of the Faculty of Arts and Sci-
ence of Harvard University, to speak
at various college commencements.*
He will give addresses at the Univer-
sity of Oregon on June 4, Reed Col-
lege on June 5, the University of
Idaho on June 8, the University of
Washington on June 9, and the
Washington State College on June 14.

WiUamette University.

The response of the Willamette
University men to the call for vol-
unteers has been enthusiastic, and 43
have enlisted in the National Guard
of Oregon up to the present time.
Nearly half are sophomores. Among
those who are now under arms are
Raymond Attbery, president of the
university Y. M. C. A., and Charles
Randall, former president of the Y.
M. 0. A. Randall enlisted when he
could not make immediate arrange-
ments to go with the company as a
Y. M. C. A. secretary. The enlist-
ments were not secured through any
pressure on the students, but seemed
to be a spontaneous expression of the
patriotic spirit in the school. Coach
R. L. Mathews of Willamette Univer-
sity, graduate of a military school.

has organized a company of students
for military drill on the campus.
Nearly every male student remaining
at the university has voluntarily
Joined this organization.

The faculty of Willamette Univer-
sity adopted resolutions at a recent
meeting announcing that seniors who
have enlisted will be graduated with
their class in June, and that members
of other classes will be aided in mak-
ing up their work for the remainder
of this semester and continuing with
their courses in college without Iobb
of time or credit.

A ''Jolly-up" farewell celebration
was given in the gymnasitfm Thurs-
day night, March 29, in honor of the
Willamette students who were to de-
part the next day with Company M
of the gnard for Vancouver barraeki.
Games, refreshments and informal
leave-takings made up the program.
Friday morning classes were dis-
missed and the students marched in
a body to the station to see the sta-
dent soldiers entrain.

The enlistment of Errol Proctor
and Harold Miller, editor-in-chief
and manager, respectively, of the
Wallulah, the university annual, has
made a re-organization of the staff
necessary. Miss Ruth Spoor, who
was associate editor, has been chosen
editor, and Harry Bowers has been
elected manager.

Prof. Wm. E. Kirk, head of the
department of Classical Languages,
and librarian, gave his contribution
to the faculty lecture course in a
stimulating and valuable adress on
**The Practcal Idealist" Monday even-
ing, April 9, in Waller hall. Prof.
Kirk indicated the position which the
practical idealist will take on mat-
ters of present moment, economical-
ly, socially, religiously, and educa-
tionally. Prof. Kirk contended that
the theory of formal discipline is far
from dead, and that the evidence and
authority in support of the belief that
this educational doctrine is passe is
insufficient and not well founded.
The address included references to
many authorities upholding the posi-
tion taken by the speaker.

Miss Violet Maclean was chosen
May Queen at a student election,
Wednesday, March 28. Miss LIl*
Doughty and Miss Rosamond Gilbert
will act as maids of honor.' Plans
for the May Day program are nearly

ORBGON TBAGHfiRS MONTUIiY

695

N.

E.
A.
lEADQUAITERS

N.

E.
A.
HEADQUtRTERS

If you want a new or bet-
ter position now is the
time to register in the
Coast Teachers ' Bureau .
If you are a worthy, am-
bitious teacher and en-
titled to a better position
than you now hold, why
not let the Bureau assist
you to secure it? Write
for information.

CHAS. H. JONES, Mgr.,
Salem, Oregon.

nSH SCHOOL OF
EXPRESSION

407 Court Street, SALEM, OBEGON

Instruction in Public Speaking,
Story Telling, Interpretation of Lit-
erature, Dramatics, Bible Reading
and General Program work.

Course of Training in the De-
velopment and Training of the
Speaking Voice, Personal Power,
Extempore Speaking, Pantomime,
Stage Technique.

Objects of Training may be Cul-
tural, Professional or Normal.

Natural Methods. Development
Individual and Characteristic.

Tuition either in classes or pri-
vate. Terms upon application.

Address all inquiries to

MRS. ANNA BOGEBS FISH,

407 Court Street, Salem, Oregon
Phone 1107 .

Law Questions Awwered

By ELMO 8. WUITB, 8al«gi, Or«gon

Under this bead Elmo 8. White, of the Hsrion Oounty Bar, will endeavor to aniwer
■Qch quettiont of law as onr readers may care to atk. Conformably with the ettabllBhed
policy of thia magazine to be of the greatest usefulness pouible, there will be no charge for
this service. Questions will be answered in the next issue after receipt whenever possible.
Every question must be accompanied by the name and address of the Inquirer, bnt these viQ
not be published unless the person so desires. Questions aceompaaied by a fee of one dollar
will be answered by mail as quickly as possible and will not be published unless requested
by sender. Address all communications to Attorney Elmo 8. White, Masonic Temple,
8alem, Oregon. i

Attorney White: ''What is the le-
gal minimum school term in Ore-
gon?" Under the present law, six
months. The 1917 session of the
legislature has changed this, how-
ever. The new law, which goes into
effect May 21, next, provides for a
minimum term of eight months.

Attorney Elmo S. White: "Who
can vote for school director? Must a
person to so vote be the owner of
real estate in the district?" By the
law which goes into effect May 21,
1917, any citizen of Oregon who is
21 years of age and who has resided
in the school district 30 days Imme-
diately prior to such election is en-
titled to vote for director and clerk.
Property qualifications are removed
as regards voting for such offices.

Attorney Elmo S. White: "I un-
derstand that Arbor Day has been
changed; also that a new holiday has
been created in the public schools. If
so, what are they?" The latest leg-
islature has decreed that the second
Friday in February shall hereafter
be known in Western Oregon as Ar-
bor Day, and in Eastern Oregon the
second Friday in April, as it is now.
The fourth Friday in October is to
be known as Frances E. WlUard Day.
In the afternoon of such day exercises
and instruction are to be given relat-
ing to her life.

"Attorney Elmo S. White — Did the
supreme court hand down a decision
that children born of alien parents
were not citizens of the U. S.? If so,
in what way will that affect the 14th
amendment?" I do not find such a
decision. In the case of the U. S.
versus Wong Tim Ark, reported in
the 169th U. S. on page 649, how-
ever, the supreme court has held, in
substance, that children born of
Chinese parents who at the time of
the birth of the children are subjects
of the emperor of China, but who

have a permanent « residence in the
U. S., and who are engaged in busi-
ness here, and are not here merely
as attaches of the Chinese govern-
ment at Washington or elsewhere in
the U. S., are citizens by^ virtue of the
first clause of said 14th amendment

Attorney Elmo S. White: "A
former pupil of mine has just reached
the age of 21 and may have the i
right to some property. The circum-
stances are these: His father had a
deed to some property. He became
insane. While insane and while my
pupil was about 4 years of age,^and
before committal of the fathej: to an
asylum, the father deeded the prop-
erty to a third party. Nothing was
given him for the property. The deed
was recoi'ded, and this and all sub-
sequent transfers appear on the rec-
ords to be perfectly regular. The
father died in the asylum several
years ago. Can anything be done for
the benefit of my pupil, since the
different owners since the transfer
from the father have expended con-
siderable money on the land in im-
provements?" Yes, If their is suffi-
cient proof of the facts you outline.
The law allows six months after
reaching the age of majority within
which to begin an action of this
kind. Ordinarily, of course, such a
cause of action ''outlaws" with a few
years of the transaction, but as a
minor cannot bring an action during
the years of his minority, the statute
of limitations is held in abeyance un-
til his majority is reached, when it'
begins to run. The pupil, if sufficient
proof can be had, can recover the
land, but likely will have to allow a
reasonable value tor the improve-
ments which have been made by the
innocent purchaser.

Call no man happy until his death.
— Solon. / ' I

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• r - •

OREGON TEACHERS MONTHLY

The Ofadal Journal of the State Teadien' Association

Vol. XXI SALEM, Oregon; junb, 1917 No. 10

Published Monthly Except July and Anfl^iuit by the State
Teachers' AMociation

Xat«r*d St th/e Pottoffiee tt Salem, Oregon, »■ second-elsu msil mstter, April t, 1898.

EDITOBUL BOABD

H. D. BHXIiDON, Sehool of Edt^oation, UaiTeraity of Oregon, Eagene

X. F. OARLiBTON, AralsUnt Superintendent of Pnblic Inetmction, Sslem

O. T. BONNBT, Oonn^jr Sekool Snperintendent^^The Dalles

R. E. OHLOUPEK, Director Msnusl Training, Pendleton.

O. G. DOMBT, President Willamette UniTerslty, Sslem

E. 8. BYBKDEN, Department of Eduestion, Oregon Kor»sl, IConmoutk

KB8. H. L. FULKEBSON, Institute Instmetor, Sslem

GBORGB W. HUG. Oity Superintendent, MeMinnTille

HOPKIN JENKINS, Principsl Jefferson High School, Portland.

MISS VIOLA ORTSCHILD, President Grade Teachers' Association, Portland

E. D. BESSLEB, Depsrtment of Eduestion, Oregon Agrieultursl Oollege, OorrslUs

MISS LILLIAN TINGLE, Superrisor Domestic Science, Portlsnd

CHAS. H. JONES, Business snd Msaagiag Editor, Salem

BULBS OF PtXBUOATION

1. !%• msUing label on the Oregon Teaehen Monthly shows the dais lo whleh svhserif-
tkdss ars paid.

2. The Oregon Teachers Monthly will be sent to subscribers until ordered discontinued
sad all arrearages sre paid.

8. ICotios of Changs of address should bs glTsn st ones, naming both old and new
pMtoffiee.

4. WhsB renewing, always state that subscription is s renewal.

ership in

6. The subscription price, including membership in State Teachers' Associstion, is 81.60

sr ilk adranes. Single copy, 80 cents.

0. AdTsrtising rates will bs furnished on appUeation.

Address all communications* to Oregon Teachers Monthly, Sslsm, Oregon.

Editorial Notes

Teachers should endeavor to be better informed during the coming year
than ever before, which virtually obligates every teacher to spend more on
magazines than at any other time, for in no other way can she know the
erents, happening daily, which are of great national importanee and which
the pupils should be told about. In no other way can she know the
responsibilities and obligations which have been assumed by the teachers of
the land and especially by the teachers of her own state. Some teachers are
discontinuing their subscriptions to their magazines because of the increased
coi^t of living, but that increased cost does not decrease a teacher's responsi-
bilities, and "hysterical saving" is deplored by our federal and state authori-
tl€ \ One form of patriotic service is to "keep regular." Especially is this
ex 4cted of the teacher and more especially of the teacher who is bo successful
in her work that she is a community leader, because as such she will have
th moulding of much of the patriotic sentiment of her pupils and patrons.
In order to perform our patriotic duty in this respect, our educational
ati hgth must be increased by an enlarged membership in the State Teachers'
As delation. Insuring success to its undertakings which will be voiced through
thj ^'^^er. Its official organ. — E. . .

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698 ORgGOlf TMACHgRfl MOWTMLT

President Wilsoa has given his official sanction to the decisioii of the
Executive Committee to make the annual convention of the N. E. A. in
Portland the occasion of a great conference 0|i preparedness. The high *
schools, colleges and unfVersities have contributed students and instructors
to the army and navy and the elementary schools have joined the others in
providing recruits to assist in the vital campaign for food production and
preservation. Our participation In the war is bringing us to an earlier
inventory of our national resources. Just as England, France and the other
great nations discovered that some of their supposed greatest assets were
dangerous liabilities, so we shall be compelled to readjust our institutions. -
Undoubtedly \re shall reecive soihe rude shocks as to our educational system*
No Oregon teacher haji afford to miss the great meeting in Portland July
7 to 14. Should serious illness or other misfortune prevent attendance, the
volume of proceedings will compensate in a measure. Whether one is
permitted to attend or not, he should take out an advance membership and
secure the proceedings, not only for the intrinsic worth of the volume but for
the honor of the state. Director Plummer and State Superintendent ChnrchUl
are much pleased with the fine response made to date but we are still a long
way from the hundred per cent goal. Send the two dollars to yon County
or State Superintendent today. — ^R.

• • •

"The world faces the greatest food shortage of modern times. Fifty-six
millions of the most able-bodied men have been taken from the ranks of
producers since the beginning of the great war." These words are taken
from a poster calling ftor volunteers for service in the production of food.
The 0-W. R. & N. Co. and the Southern Pacific Co. have equipped and sent
over the state special trains in the interest of greater food production and
conservation. The federal and state governments have made special
appropriations and the Exten^on Service of the State Agricultural College is
putting forth all its resources through county and district agents and special
lecturers to arouse people to the dire need and to instruct them. Upon the
teachers as the leaders of the youth rests a grave responsibility in dUa
crisis. This is no idle alarm. Our experts have the facts and our government
is appealing to our patriotism. If the war ends before this issue appears,' the
food shortage will not be lessehed this year and wiA be serious for several
years. There will be grave suffering in America and starvation in Europe
under the most favorable circumstances. We teachers must promote the
work of the Boys' and Girls' Clubs as never before and we muat encourage
them throughout the summer. Not alone by precept but by example aa well
must we preach preparedness. It's a crime against humanity to neglect any
possible opportunity to plant, cultivate, harvest and conserve. — R.

m m m *

In pursuance of the desire to have the Oregon Teachers Monthly , »

the sentiments of the teachers of Oregon as expressed in their Represents ^e

Council, we have tried to keep the ''Teachers' Code of Ethics" before le

teachers of the state. Instances have come to our attention of teachers lo

have followed the code and have failed to get places which were awarde * to

teachers who used unprofessional methods in securing them. This yls h a

natural situation when some people begin to control their conduct by\lki§ er

standards. We do not relinquish our ideals of honesty because ^^ iw

individuals handle the truth carelessly. Another point in the code ek

should have the thoughtful attention and conscientious support ot ty

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/

MBGOir TKAOggam MOKTHI/Y i»0

Id "take an active part in all community actlyltlea of
' At the present time a most liberal interpretation
'activities of an educational nature." The teachers
int of our code will take an active part in the social
nd will help at the games and parties of the younger
her pupils individually. She will be interested in and
in the industrial life of the community. She will be
eacher 'Association, Reading Club, Red Cross, and
She will enthusiastically support the Boys' and Girls'
T7ill know how to profitably use the public and clrcu-
extension courses offered by the various state institu-
rage Joint and competitive meetings with nearby
: these and many other things, and as each additional
tiorizon will be eixtended to Include a more efficient
eater field of social service. — ^E.
m m m

n that big business has gone to the extent of being
Ivalent of treason or insurrection one of the most
has as yet come forth from any body of Salem people
sing cost of living has been signed by a number of

prominent people and is now being circulated with a

and organizations pass and sign it and forward it to
itors in congress. It wsis wired to the Oregon delega-
[>llowing is the text of the resolution: ''Whereas, the
K^essaries of life, have advanced to figures exceeding
to an extent far beyond the limits of conscience ,and

of human rights or reason, and are still advancing,
is proof of the utter lack of humane consideration on
isible and indicates a frantic desire and effort to levy
ints in advance upon the public whereby the bene-
)t their own obligations without sacrifice if not at
3, such business is unpatriotic to the equivalent of
It proves its perpetrators to be limited only by the
iking all the traffic will bear, or all an unprotected
i pay. Whereas, Congress has undisputed authority

the natipn in the present crisis, which authority is
^king of the bodies of our best young: men for military
3 met with ready support in a spirit of glorious sacri-

the flagrant abuses by the food speculators, pursued
of greedy disregard of the great emergency that is
1 and unchallenged except by ineffective and dilatory
be it resolved, that (insert name of organiaation or
It earnestly urge upon our national congress the great
effective action to relieve this most menacing situation .
butlng to the aid of the enemies of the nation and
of the gravest obstacles to the success of our country
now confronts it."

e fact that the vrorld must patiently go to school until
lessons of Justice, self-sacrifice and h^pfulness whi^h
mors of wars memories of "far-off, unhappy things
-The Outlook. .

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Membership Campaign for State Associatimi

By OBOBOB A. BBZ80OB, AalOaiid, PrMldMi of tk« hwmititMm

The executive committee of tlie Oregon State Teachers' ABaociation,
after much consideration of. ways and means to increase the subscription
list of the Oregon Teachers Monthly, decided to appeal to the loyalty of the
school force of the state. A^ president of the State Teachers' Association,
the plan of organization was left to me. I have decided upon the following
plan: (1) County superintendents to be responsible for* teachers in all third
class distTicts; (2) Superintendent, if there be one, "otherwise the principal
to be responsible for teachers in all second class districts; (3) City superin-
tendents to be responsible for the teachers in the first class districtB; (4 ) Head
of educational departments in schools of higher education to be responsible
^ for all teachers in the institution to which each belong^.

The county superintendent will appoint one or more teachers^ especially
qualified by nature and by professional standing, to work intensively during
the county institute among teachers of the third class districts. Before and
after the county institute, this perBon or persons will endeavor to enroll
every teacher in this group. The superintendents in the first and second
class districts will appoint one or more teachers to be responsible for securing
subscriptions of all the teachers in these classes.

If this plan be adopted, the enthusiasm of superintendents and solicitors
means everything. Without them, the plan must faii; with them, we may
reasonably expect success. The county superintendents are asked at this
time to set apart a period on the forenoon of the first day for a full presenta-
tion of this whole matter by themselves, some represei^tative of one of the
state schools or some other effective speaker. This means much; for this
reason I am asking each county superintendent to give this his personal
attention. Mr. Jones will be in attendance upon as many institutes as
possible to take subscriptions singly or in combination with his specild offers.

At the most, the teachers of Oregon can muster. a strength of five or
six thousand. From each subscription of $1.50, 50 cents goes to the fund of
the Association. This money is used to defray expenses of the annual meet-
ing, to pay the expenses of the investigations of special committees, printing
reports, etc. At present, fewer than 3000 teachers have paid for the official
organ. Our income from all sources scarcely pays the most meager expendi-
ture of funds. Every department is handicapped and will be until some
plan is put into operation that will produce more funds. No one is paid for
the time and effort put into making both the official paper and the state
meeting a success. For these reasons we appeal to you to lend a hand now
that we' may enroll most of our teachers as subscribers to the Oregon
Teachers Monthly. All of us will have to work without pay and wit
thought of self if our profession means what it should to the teacher i
the state.

The state association proposes, through its representative cc».

initiate and solve questions that will benefit every member of the

— not only this but to promote the welfare of the people of this st

May I count on you to carry out the part of this plan falling to .
all those who occupy positions of leadership will insist upon the teat
this state supporting their official paper, not only the State Teachers'
"'^" will be more effective and satisfactory, but the teach««- *

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lOBtsr as i^, auu n^a\iy, expects iiB principal lo ^lae ana oireci; i^ne Bxuaies
Of the children entrusted to the care of the school so that they may get the
best results from the years they spend in the school room.

The problem of keeping in touch with the work of the teacher in a small
high school is a hard one. Oftentimes the principal, besides having to do
the manifold duties that arise from his position, is called upon to teach
almost, if not quite, as many glasses as any of his teachers. Where this is the
case it is out of the question for him to give the oversight to the work the
teacher is doing by visiting the rooms. So it islnecessary that some other
plan be adopted. But what shall it be? A good and well arranged course of
study is a big help and a necessity for every school; but it is inelastic. And
if the averaige principal has learned one thing[ well, it is that classes vary
through wide limits in their ability to ap);>rehend the principles presented
and in the amount of work they can cover in a given time. Besides, the
too minutely divided course of study makes a machine of the teacher,
deprives her of individuality and thus the incentive to good work.

* A plan that gives good results and enables the principal to keep in daily

touch with the work of each teacher has been tried out in the Harney County

high school. It is a modification of the daily plans of the grade teacher

which are so seldom used in the high school. The first day of each semester

after the daily program has been made out, though the departmental system

is used ha far as possible, and the usual stray class or two has been assigned

to some teacher who can do the work, the principal makes out a blank foi^

fit the classes and needs of each of his teachers. These blank forms,

en filled out, contain the necessary information to enable him to keep in

ch with the work of each teacher without making their use burdensome

he one who has to fill them out. A sufficient quantity is then printed to

) each teacher a supply to last throughout the semester or year. These

ik plans properly filled out must be turned into the office every evening

>re the teacher goes home. In this way the work is planned for the

day before the teacher leaves the building. A glance through them

»les the principal to decide whether or not the work is being carried out

""'*'*- to the course of study and as it should be; if he thinks it is not, a

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602 ORIPGOW TEAOHIBBS MOWTIBLY

word to the teacher the i^ext morning before school straightend the matter
out. It also enables the principal to decide whether or, not the lessons are
too long or short, whether they are adapted to the needs of the pupils. 1% is
, a real help to the young teacher and a steadying Influence on the more
experienced. These plans are punched to fit any good loose leaf note book
cover and with such a cover for the plans of each teacher are reference books
that are often Invaluable in the future. Some might suggest that it was not
necessary to have the forms printed, but if they are not the Instructions about
writing the lesson plans are soon forgotten and the value of the report is
largely lost. The cost is not great as it is less than a cent apiece.

Now as to checking up on the dally plans of the teacher, for there are
teachers who sometimes forget that they have made plans and wander off
on some other subject. At the end of each week this school has a report on
the work covered during this time. It need not be long. A paragraph col
each subject taught is enough to show just what has been done. Two
extracts from these weekly reports are quoted showlAg their nature:

"Ancient History, Botsford — Pages 1 to 21 were covered. (4 days*
work). Special References — Maspero, Life in Egypt (Chapters 1 to 10);
The Mentor, Egypt; Hales, The Flight Through Egypt (Chapters on the
Pyramids.)" If these references were first looked up and then a paper
written on them, as is generally done in this school as well as discussing
them In class, the principal drops in after chool sometimes and runs through
a few of them. This enables him to Judge of the amount and quality of the
work. It is not necessary to read every paper or all of any paper to know
what is being doHe. "Agriculture III — ^Laboratory wtrk in testing cream,
skim milk and causes of error in testing. Special reports on phases of the
dairy industry."

This is the way one|School keeps in touch with its teachers and their
work. It is not claimed that It is original, or that it is a cureall for lack of
time to properly supervise the work« for nothing can take the place of good,
personal supervision; but it does enable one to keep properly In touch irith
the work of every day and of every lesson.

1

Living Statues.

An amusing game that can be played quite as well indoont-as out is that
of living statues. All the apparatus needed is a soft rubber ball. The players
stand in a circle; one has the ball. This he throws to the next player, and
then to the next, and so on, round and round the circle. Every player to
whom a ball is thrown must catch it, and if it is missed the player who misses
must stand for the rest of the game in exactly the position he was in when the
ball was missed. First one then another will miss and these will be standinc
in all kinds of amusing positions and attitudes like grotesque statues. —
Selected.

The value of all true education is in giving a man the ability to dc lie
thing he ought to do when it ought to be done, regardless of whether he ds
like doing it or not. — Huxley.

The highest excellence is seldom attained in more than one voca hl
The roads leading to distinction in separate pursuits diverge, and this r' er
we approach the one, the farther we recede from the other.— Bovee.

Advice is like enow; the softer it falls, the longer it dwells upon be

deeper it sinks into the mind. — Coleridge.

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Chronology wd Georg^aphy." — Hakluyt. Some of the readers of thla
article may have read the indictment of college students in the Nation of
December 16, 1915. A freshman class was reading Marlowe's "Hero and
Leander": "Hellespont suggested Gallipoll, and I (a professor Ia a Middle
Western University) asked the class — ^it was quite a chance shot — ^where
Gallipoli was. To my surprise, no one knew. I wrote the word on the
blackboard, and was amazed when the class confessed that not one had ever
seen the word before! ' Within the next twenty-six hours I had met three
other sections of freshmen, and had pl&ced 'Gallipoli' before them with the
same result A more advanced course yielded two men who had never heard
the name — one of them was on the staff of the university daily paper."

The matter of Gallipoli is bad enough, but imagine the writer's chagrin
on finding but one in a class of forty in geography who knew by name the
scene of the greatest naval engagement in modem times. A junior in the
university informs the class that the Danube is in India, while another one
says that Babylon is one of the large trade emporia (at the present time,
mind you) of the Me^opotamian region.

* Let me say that this indictment must not be leveled at students alone.
Some teachers and others the writer knows of, are avoiding the study of the
geography of the war under the pretense of being absolutely neutral. This
is as bad a confession of weakness as that of the man who has to take a
pledge to keep decent. In the case of the war it is a pitiful excuse and
nothing more.. Laziness will explain a good deal of this. And so we'll give
the poor much maligned student a rest and pass to bigger game. A New
York business house instructs its Havana branch to settle a certain matter
with some people in Manila (thinking* the latter place somewhere in the
Caribbean.) A wealthy woman of Fresno, California, is overheard on the
S. ST. ^'Manchuria" telling a friend that she and her husband are going "l^rst
to Manila and thhn take the train from there to Shanghai!'*' And so on
ad nauseam.

How long are we going to ''stand for" the implications in the nation?
Just as long as we lay ourselves open to them. One fundamental difficulty
in all our dealing with foreigners, whether Europeans, Mexicans, Japanese oi
Filipinos, can, in our opinion, be shown to be due to lack of knowledge of
these peoples and therefore of geography. We do not seem to get their
viewpoint at all. A world view point is needed. Now how can you expect
t^ A. student to get 4t if many high officials of the land and the teachers
t ren't it? Our dealings with Japan, Mexico and Europe in general would be
E de vastly easier if we personally knew these countries and their peoples
t ter than we now do. Most of the trouble in the world has come about
t ough misundestanding, either intentional or unintentional. The first has
1] ^Uy to be overcome by force, the second by education.

Then the writer came to the University of Oregon three years ago as
I . jsor of geology, he found that there were no courses in anthropology,
« lology or geography, and he has since found that there is little or no
I "^^nhy taught beyond the grades in Oregon schools save a little physical

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804 ORBGOlf TBAOMBBS MOlTTHIiY

geography and that, through lack of inspiring and well trained teacbers. Is in
its death throes. It is only fair to say that there are several schools where no
fault could be found with the teaching of thli^ subject.

Now geography is a great synthetic subject, a fine melting pot for so
many interesting facts and principles culled from both the sciences and the
humanities that it ought to be one of the most popular and profitable courses
in the school or college curriculum. The writer, whose first lore was geology
(and for this subject he still feels a great attraction), finds himself in these
times of momentous world changes irresistibly drawn into a deeper study
of geography. He instituted a course in advanced economic 8;eography at the
State University three years ago with the following enrollment: The first
year, 22; second year, S5; third year, 42. (Fifteen or 20 were tnmed
away as the lecture room would only. accommodate about 40.) He hopes in
time to see courses in ethnology added. These are* not theoretical studies;
they are immensely practical. How can the American business maa market
his products abroad if he does not have salesmen who know thoroughly the
countries in which they expect to travel, or if he himself does not know what
those people want? Germany's success in foreign commerce has been due to
this sort of training. Geogaphy must and will have its day, but some ot us
are still in a "Spanish dose," or have our attentions so diverted by educa-
tional experiments that we don't seem to see the real needs of the hour.

Having consumed some time in fault finding, let us proceed to something
constructive. We wish to offer a few suggestions to the teacher of geography
who may not have access to the best libraries or who has not seen much of
the great world beyond the boundaries of his or her state. The writer makes
no pretense at being an authority, but he has found that extensive travel is
foreign lands and association with leading geographers at the headquarters
of the Royal Geographic Society in. London has furnished him with a per-
spective and a kind of information which he personally hai| found of the
greatest help. His desire is to aid those less fortunate in this respect, is
well as to criticize.

What are the qualifications for a successful teacher of this subject? We
don't know positively, but we may venture to state some of them (if some of
this is old matter and has been said before, it won't do any harm to repeat
here): First, enthusiasm; second, wide reading in geographic literature;
third, broad training in the fundan^ental sciences; fourth, ability to associate
facts and to make deductions; fifth, (if possible) wide travel, and actual
first-hand acquaintance with various peoples in other lands. There are many
good books, but none can impart a knowledge of temperament, sympathy for
strangers, etc. These can be gained only by personal contact. A speaking
knowledge of a foreign language is of tremendous help.

Methods. — Clne word will convey most of what Is essential In this para-
graph: Visualize, and do this by means of (1) pictures, (2) maps, (i)
graphs. A second point: Make th^ oceans and not the continr e

"turning points." Oceans unite instead of separate the continents e

days. There is more in common, in many ways, between the east coast - a

and our west coast today than there is between the eastern and &

shores of our own continent, and this will be accentuated with tb' g

years.

A teacher cannot be the best teacher except he has done, or if t

engaged in, some sort of individual research. Only in that war ' tt

the feeling which actuated the early discoverers of new land°^ — *^^ if

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NTBJUY 606

and schools are our modern
of being eztenalye, but it is

tiat "all the world is divided

17 poll taxes and those who

its to be disGovered, but long

same men will be paralleling

we might add that although

all the continents have been discoyered, not all the yaluable facts about

these continents have been discoyered. Are you, reader, going to be a mere

"middle man" in the world of do you care to take a part in the gq^thering, at

first hand, of knowledg:e?

Equipment. — ^L^t it be said that expensive apparatus is not imperative. A #
good atlas, a daily metropolitan paper, maps which can be ha4 tor nominal
prices, relief maps, which you can make yourself, a good collection, of pictures
(post cards If you can afford nothing better) and you have the essentials*

Socializing Edacation

By E. J. KTiBMlTR, SUentbnrg, Wailiington

"I would rather^ have an eighth grade graduate in my bank than a
student that has completed the^ high school, and two-thirds of niy associates
here would agree with me," said a member of the Bankers' Association that
met in Spokane recently. There were three hundred bankers at that meeting
and from their silence they seemed to agree. The speaker continued by
saying that the reason he made the statement was two-fold. His experience
led him to the conclusion that a higlk school graduate had secured a great
deal of knowledge but no ability 'to use it, and that when he entered a bank
he wanted to be either manager or receiver.

It would be a difficult concession for us to admit that the banker's
statement was true in total, but we are almost forced to conclude that there
may be some truth in the statement. Many of our high schools have been
acquiring knowledge rather than skill. Many of the tests are for knowing
rather than for doing. To get facts is easy; to get accuracy in doing is quite
different. To teach text books is occupying a position; to teach skill is filling
it. Our problem is to make unresnonsive plans responsive to the social life
about us; to make inactive students active; to make indifferent teaching,
different. Too many students and some teachers are after a situation with
emphasis on the sit.

Many high school students are looking after the learned professions, or
tionorable career and they think this means the getting out of work, rather
n success through it. Recently a Y. M. C. A. worker wanted a boy to
ist in association work, and a bright high school student responded. He
i asked to study the system of financing and to become thoroughly
uainted with the books. He took the suggestion with indifference and
iT going to the secretary said, ''This work is not in my line, I do not care
do it. I thought you wanted an assistant, one who would meet people,
nd conventions, make addresses, but this is too much like drudgery. I
* ""it" Too many students leave school expecting to get a white collar

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606 ORBGOTT TBAOHBBS MOlfTHIiY

position and are disappointed because t^ey do not secure it. Nor are the
students wholly to blame for this. The school system trains quite generally
for the so-called learned professions, forgetting that learning may be used in
digging alfalfa roots as well as Greek roots, and it may be as cultural, too.
We need less of that culture that takes us from the activities of Uf e, and
more agriculture that connects us with life.

Our leisure class is still too large. This class is distributed aa generally
among the masses as among; the classes. The pupils in our schools must
be prepared for life's effort, not for life's ease. One-third of the people In
this country are feeding the entire population. .

Our schools are making many changes in harmony with the demands.
Courses are working successfully, that a few years ago were not thought of
by the most progressive school men. In most schools in ojfr state courses are
given in agriculture, commercial branches, manual training, domestic science
and household economies. We are beginning to catch the vision of the future,
but the ligh( comes slowly.

Considerable change has come about in the teaching of the subjects in
the cirriculum. Physics is now taught with a view to its use in the particular
problems of the community. Botany is now a study of fruit pests and
insect life in the local neighborhood. Geometry is not a repetition of
theorems, but is an application of these to the necessities of life. This is
socializing education. Let the good work go on.

Rural School Department

BSItoS ¥y MSS. X. L. TUJfaBMMOm,

EFFEOnVE CLUB WORK.

No thaln is stronger than its weakest link. Nor is any business enters
prise stronger than its most vulnerable point As a matter of good business
industrial club work has been introduced into our schools. Its philosophy is
admirable. Some of the results are^ excellent. But it has a weak link,.
sometimes due to the teacher herself, unsupervised summer work. It is
needless for me to reiterate what is already too well known; how when then
is no one to show an intelligent interest, the club boy or girl drops by the
way. However, in the light of what is certain to be a severe winter in more
ways than one, the writer feels justified in singing the old song. Patriotism
demands it. This year, more than ever, there should be a black mark placed
opposite the teacher's name for every child not finishing the project selected,
unless of course there is some valid excuse. This is a strong statement — ''
is made in spite of the fact that the writer has fifty projects b^ing carrier
in his club. If it were only possible for us to realize the significance of
food drive, to grasp the quickened pulse of the community aaid turn It '
unified and consistent end; at this moment there would not be a club f~
Oregon which has not been arranged for in the absence of the teacher.
we feel the sacred obligation to our district, our state, our nation, anc*
have not attended to this matter as yet, make haste to select some patr
literally thrust the care of the district club upon that party. Thli
«^«M5hers can appeal to patriotism as well as to the pocketbo^^ "' *-

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RBGOir TKAOHBRS MOWTHliT 607

results, this season our country demands them. It

The fact is it is so cheap that too much of it is foisted

not so much the fact that ve do not know what to do

ving power to put through what our better Judgmeht

IS. Obey that impulse and tell that board member you

you need assistance in order to do the district Justice

im you expect him to either assist or secure assistance.

mands it. It is surprising what one can do if he has

the courage* of his convictions. Then after you are on your vacation don't

forget that postal you promised Lazy Willie or Fretful Sally. It is a good idea

to get in touch with the next year's teacher and acquaint her with the facts.

Encourage her to write by way of inquiry. Children like mail Just as well as

we. Then, too, an occasional letter to the parent counts. A visit is better.

Arrange with the county agriculturist or the O. A. C. extension men to drop

off at your distrjtet. The writer intends to continue his present policy of

visiting with parent and pupil alike. The visits are for encouragement, not

for the spreading of learning. Assume the farmer knows that end of the

game. The coach pats his men on the back and says, use your head but get

there. I say the same, anything that is fair, only make your club work

effective. — ^L. P. Gilmore, Oregon Normal School.

PKDfABY NUMBERS. t

We might treat this subject under the following subdivisions: (1)
Number ideas, (2) number drills, (3) number habits.

1. Number ideas must be gained through counting objects, children in
the class, objects in the room, collecting objects. The children enjoy being
live counters. They wjU suggest what they would like to be — ^trees, birds, or
flowers. The play spirit should enter into all of this. One may count while
another writes the number on the blackboard. Count by I's, 2's, 3's. What
is 1 more than 6 ? What is 1 less than 6 ? Teach one combination a day, for
example, 2 $lus 3; 3 plus 2. Continue addition until the children understand
the process, say up to and including 12; then it would be wise to introduce
subtraction^ Be sure the pupils are well drilled in addition. Revjew addi-
tion when presenting subtraction.

2. Number drills should be given through games. In the April number
of this magazine you will find '^A Dozen Number Games."

3. All combinations must be made autoil^atic. If the pupil is allowed
to count through the first two grades and not made to memorize each
combination as it is pres^ted, very careless habits will be formed, in fact, he
will be sure to count on his fingers when required to add.

First Grade Numbers. ^

The following is a lesson plan used in our school:

Teacher's Aim. — ^To teach the following subtraction: 12 minus 5; 12
1 lus 7.

Preparation. — ^Write 7 plus 5; 5 plus 7 on the blackboard. Have some
< 'id write the answers. What is another name for 12? (A dozen.) What
• we buy by the dozen? (Eggs, oranges.) What do we sell by the dozen?

'n, apples.) How many eggs should you get for one-half dozen? (Six.)

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€08 ORBGOBT TBACHBBS HOBPrmT

How many oranges? Have the children give oral number stories oslns these
combinations. What did we do with these numbers? (Pointing to the
board.) (Added them.) What other thing can we do with them?

' Pupils' Aim. — Now, let us find out how to subtract them. (Our class
numbers 12 so we use the children for liye counters.) Count the children In
the class. Take 6 away. How many hare you left? How manj did you
have? Who can write it? Which number do you write at th^ top? Why?
Which number at the bottom? Why? Now take 7 from your 12. jHow
many hare you left? The children may give oral number stories, ustag
the subtraction.

Drill. — Send the class to the board to write the four combinations from
memory. — Elizabeth C. Rlecker, Training Department, Oregoa Normal

School.

• • • .

FOURTH GRADE Ofi€>GRAFH¥. '

(Concluded from May)
IV. Splnntiig and Dyeing.

Preparation. — Now children let us all think about what we found out
yesterday. You may tell me, Cecil. (How wool is washed.) What color was
it after it was washed? (White.) Now look at Migr's dress. What is it
made of, Hugh? (Wool.) Oh, surely not, because you told me that wool
was white^after it was washed. What about it, Wilfred? (It has beea dyed.)
That is true, but it can't be wool for even then it doesn't look like'^e
material in May's dress. (No it must first be made into thread.) Yea, we
call this spinning. Then let us find out how wool is spun Into thread In
Salem.

Presentation. — How many of you have seen your mothers dye or color
cloth? (Nearly all have.) You may tell us how she did it, Hughu (Hug^
tells.) If the children have never seen it, the teacher tells it and illustrates
simply. Would the people in the mill do it the same way^ (No.) Why?
(Too much wool.) They use large tanks very much like the ones tliey
washed wool in. Here is a picture of the dye tanks. These tanks are
filled with dye. This dye is mixed by men who understand the process very
well. We used to get these dyes from Europe. Why don't we now? (War.)
We make it ourselves now. Is it as good as that which we got from Europe?
(No.) Why not? (It fades.) Why can't we make it as good? (Because
our men haven't worked at it as4ong as the men in Europe.) The men in
Europe have made a study of it for years and years. Europe Is much older
than our country. Our men are getting so they can make the dyes better
every day. Our own dyes are very expensive too; and for what we once bad
to pay a few cents, we must now pay a few dollars. Now after the wool is
put into the tanks of dye, what Is done? (It is boiled.) Does any one L
how long your mother boils the cloth when she dyes it? (Two hours.) ""
and so here it takes how long? (Two hours.) What does your mot]
after the cloth is dyed? (Dries it.) Do you suppose these people «*«
same? (Yes.) What have we found out, Eldon? (How wool Is dyi i

that what we started to find out? (No.) What did we start to find
(How the wool is spun into thread in Salem.) How did our great g
mothers make the wool fibers into thread? (Spinning wheel.) ^
picture of one. Would they use this in the mill at Salemt (?'
(It would take too long.) After the wool is dyed, it Is fed ^

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these various tblngs can be shown to the children if you have a woolen
exhibit) Now the real spinning begins. There are a great many frames in
the room. These are called mule frames. These frames move backward
and forward and draw the thread from a long»8pool. Then back they glide
and a thousand little spindles begin their whirling dance and wind the thread
evenly on the spindles or bobbins. The bobbins look like this. (Draw picture.)
As soon as the bobbins are filled, more bobbins are put on. Either a picture
may be shown of the mule frame or better still draw one on the board as you
tell about it Now what have we found out? .(How the wool is spun into
thread in Salem.) ^

V. Weaving.

Preparation. — ^What did ve find out yesterday? (How the wool is spun
into thread.)? Yes. Did you ever weave a rug or a hammock? (Tea.)
What did you use to weave it on? (Cardboard.) Do you suppose cloth is
woven on cardboards? (No.) Well today let us find out how the thread is
woven into cloth in Salem.

Presentation. — ^What ^id you call the cardboards that you wove your
rug on? (A loom.) Then i^hat might they call the machine that they weave
cloth on? \A loom.) Yes, and when you did your weaving, how did you get
your loom ready? . (We cut little slits in both ends of the cardboard and
then we strung twine back and forth across this space. ) Does any one know
what we call these threads? (The warp threads.) What did you do next?
(We took the yam and wove it back and forth between the war]^ threads.)
What are these threads called? (The woof threads.) Yes. Did any of you
see the loom they used in "Silas Marher"? (Several saw it. Have it described
— show a picture of a loom.) What is the man doing? (He is putting in the
warp thread.) He does it very much the same as you did it. He strings it
from the thread on the bobbins we talked about yesterday. Now over here is
a loom. What is this woman doing? (She is putting in the woof threads.)
How does she put these in? (She slides a shuttle in and out between the
warp threads. This shuttle is filled with thread.) Yes. This shuttle is very
much like your mothers' tatting shuttle only of course it is larger. Now as
these woof threads go over and under the warp threads they are pushed up
close together by the machine. Then after a while the long piece of cloth is
en. What colors are the woof threads? (Sometimes they are all one
^r and sometimes different colors are used.) How much do you suppose
people who do the weaving get? (Pupils guess.) They get about 15
ts a yard. How many hours a day do they work? (About nine hours.)
w many yards can they make in an hour? (Pupils guess.) About two
'4s. Now if they get 15 cents a yard and make two yards in an hour, how
ch money wiU they get? (30 cents.) And if they work nine hours how
-th will they make? (|2.70.) Yes, that is about what most of them
:e. Now what have we found out? (How the thread is woven into cloth
-1 — . — Lillian Dlnius, Critic Teacher, Oregon Normal School.

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610 OREGON TgACBMam MOWTinLT

TEDS WIND STSTESL

(CoxLtinued from May)

Now let us follow the air after it has ascended orer the^heat equator.
What of its temperature, moisture and weight? (It becomes cool, drops part
of its moisture, condenses and becomes heavier.) What does it then tend to
do? (Drop.) Where? (On either side of the heated area.) Since it is in
motion above the earth it becomes what? (A wind.) Since this wind blows
in a direction opposite to that of the trade winds, wh^t might it be called?
(Antitrade.) Because of the garth's rotation what would be the direction of
the antitrades?. (North of the equator; they will blow toward the right and
south of the equator to the left.) That is correct Lava and ashea from
volcanoes in the torrid zone have been hurled in a direction opposite to the
trades. Our army aviators who penetrated Mexico far enough to the south
say the same thing about the antitrades. Some of these winds descend to the
earth {between 28 and 30 degrees north and south latitudes. What change
will there be in their temperature as they near the earth? (%hey will become
warmer.) What will they do as they settle over water? (Take up moisture
and retain it.) Since the air is descending what might be said aa to surface
motion? (There would not be enough to notice.) Then we would call this
what kind of an area? (Calm and dry.) North of the equator this region
was once called the "horse latitudes.'' Would you like to know why? Well,
it is said that dming the days when most of the shipping was done in sailing
vessels, sometimes boats carrying cargoes of horses and mules were unable
to pass though these latitudes on account of there being no wind. Sometimes
under such conditions a vessel would have to lie A anchor for days awaiting
a f avoidable vidnd. During this time the horses would drink up the fresh
water and eat the fodder so that to save their own lives the sailors had* to
throw the horses overboard. From this practice this lattiude drew its name.
The. like region south of the equator is also referred to by the same name.
What would you say as to the climate in the regions or these latitudes? (It
would be rainless, warm and cafm.) Would a given region always be in this
belt? (No, because of tl\e shifting of the heat equator.) Name a region
affected by the "horse latitudes." (Southern United States.) What have we
found out nowt (How the air which rose at the heat equator descends to
the earth and affects the climate.)

Make a statement summing it up. (This upper air becomes chilled and
so drops its moisture, after which it moves in an opposite direction from the
trade winds, and drops to the earth about 28 and 30 degrees on either side
of the equator. As this air drops to the earth it becomes warmer and takes
up and retains moisture as it descends over'water bodies. These regions are
called the "horse latitudes" and the winds responsible 4ror them are called the
antitrades.) Now let us see what becomes of the air which is constantly
descending. What is its temperature? (Waj-m.) In what direction wil
move? (It will move toward the still warmer area.) Where then? (B
to the heat equator.) Yes, part of it does and part of it goes in the direc
of the earth's whirl. Then it would blow from which direction? (Southi
in the northern hemisphere and northwest in the southern hemisplb
These winds blow as far north and south as the arctic and anarctic da.
Little is known concerning the winds in the frigid zones that«i:ould bear i
our aim. From the general direction of these winds what might t'
called? (Westerlies.) In what zones do they blow? (The temper^-
As they blow over water what may we expect them to dr* ""'

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f drop It? (When they are

Is blowing In an opposite

Yes.) Look on your maps

if footed by the westerlies.

(Western United States; 'Europe and southwestern South America.) Why?

(There are oceans in the paths of the westerlies from which to take the

water, and high mountains or rising slopes to force the rainfall.) What

season would have the'heaviest rain? (Winter.) Why? (Because in winter

the land is cooler than the water so the moii&ture laden winds blowing from

the oceans would become chilled and drop their moisture when passing over

the land.) Is this the best season for rain? (No, the growing season is the

best.) Now what have we discovered? (What becomes of the air in the

descending column.)

Sum up this unit. (Some of the descending ajr returns to the heat
equator while the rest is caught in the earth's whirl and becomes known as
the westerlies. These winds blow in the temperate zones. Providing they
blow over bodies of water and are obstructed by mountains or other adverse
conditions on land, they di'op their moisture as rain.) Look at the map of
the United States. What winds operate here? (Westerlies.) Why have we
found winds important? (They carry moisture.) How far across the
United States will they be able to carry it? (To the west side of the Sierra
Nevadas and Cascades.) What would that indicate for the land eaat of this?
(It would be dry.)* Look at your maps. Do you see indications of such dry-
ness? (Yes, there are some rivers that empty into lakes which have no
outlets. There are also stretches of land without any rivers.) Look farther
east. What do you see? (Large rivers and a number of towns and cities,
also the great lakes.) What does this indicate? (That central United States
must secure its rainfall from some source other than the westerlies.) Quite
rig:ht Do you see any large bodies of water from which this moisture might
come? (The Gulf of Mexico and the Atlantic.) Very weU, we shall sco some
of this moisture is precipitated over central United States. Sometimes there
are portions of the interior of the United States that become heateil to higher
temperatures than other portions. For instance Arizona and New Mexico are
quite dry and hot. What will the air do in such localities when it beco^ies
heated? (It will rise.) Then what will happen? (Air will rush in from all
sid^s to fill up t!he place of the heated air rising. ) If the earth wore standing
still and if there were no westerlies blowing what course would this air that
rushes in likely take? (The shortest or easiest course.) Correct, but the
westerlies are blowing from the southwest, so what effect will they likely
havQ upon this rising air. (They will tend to blow it in a northeasterly
direction.) Correct, and in addition the earth is rotating so it will tend to do
what? (Make it whirl like a <iust funnel such as we can see form on the
>>«ated pavement or road during the hot summer days.) You are right, now
*iere will this whir^ling wind likely go? Look at your maps. (It can't go
aight toward the Atlantic because the mountains would offer too much
istance. It would likely follow some river like the St. Lawrence.) Yes,
iquently these winds strike across the Great Lakes down the St. Lawrence
\ cross the Atlantic before stopping. You told me a while ago that this air ^
hes into the whirl from all directions. Some of it must come from what
ies of water th^n? (The Gulf of Mexico and Atlantic.) That is true.
-< you see any reason why during the growing season there should be an
*^ance of air sweep inland from the gulf? (The growing season is our

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•18 ORBCOir TBAOHBRg MOWTHIiY

hot season. During our hot season the land is warmer than the water, so
the air over the land should be warmer and lighter than that orer the ocean.
That makes the air from over the gulf and ocean displace the warmer air
over the land so it rushes into this whirl.) Very good. Once the air gets
into this whirl in what direction does it move? (Uipward.) As it goes up it
becomes how? (Cooler.) And does what? (Drops its moisture if it has
enough.) Very well, then in the Yicinity of such whirls we may expect what?
(Rainfall.) That is correct. I am wondering whether you could reason out
how fast this whirl must moTe?^ (Well as the ground is fairly level It ought
to pick up speed.) Yes, it moves ^t thejate of fifty to sixty miles an hour
on land and as fast as eighty miles on sea. Of course if 4t travels that fast
would you expect it to cover a large territory? (Yes, it must be many miles
wide.) As a matter of fact, sometimes these storms cover a territory the
shape of a large circle, one thousand miles in diameter. I am wondering
what effect these large storms will have on the climate of the place after
they pass over. (They will make it clear and colder.) Why? (Because the
moisture has been dropped from the winds and only dry winds remain and
because water requires about five times as much heat to make it rise as
much in temperature as soil. Everybody kn<^s how damp soil is cold
because of the water it contains.) Now children, do any of you know the name
of this kind of storm we have be^n talking about? (None do.) Look on
your maps and see what states are apt to be crossed by these storms.
(Kansas.) Yes, have you ever heard of the severe stormli which that state
has? Perhaps some of you have relatives living there. (My uncle lives there
and he says those storms are so severe that sometimes people build sod
dugouts to crawl into when they see the storm coming.) How can they tell
when such a storm is approaching? (He says they usually come from the
southwest and the clouds are black. He calls them cyclones.) Yes children,
they are called cyclones or cyclonics.

Of course this air that goes up in the cyclone and precipitates ltd
moisture must drop. When it comes down what will it be like? (It will be
dry and cool and instead of whirling in will spread out Just like the air does
in the horse latitudes.) Yes. Then in comparing it with the Cyclone what
may we say? (It is just the opposite.) What would be a good name for such
winds then? (Anticyclonics.) These whirling winds are zs>t to be In ail
temperate zones where there is a sufficient difference in altitude, kind and
lay of the land. Name another place affected by them. •(Western Europe.)
Have we worked out our problem?

You may sum up. Recall the aim. Now briefly summarize the entire
topic. (Because of the rising air at the heat equator many winds are set in
motion all over the earth. Since they operate in regular order we might call
them wind systems. Because of the shifting of the heat equator these wind
systems also shift. As winds are rain bearers, most regions, other cond*'
being favorable, are at some season visited by rain.)

How will being able to figure out this feature of the climate of a Ou.
help us in our study of geography? (It will help us to infer the prov
of a country and the industries growing out of them.) lUustral
natural vegetation of a mountain district in the path of t^e wester^'
be timber and plenty of pasture grasses. Lumbering and da*—
follow. — Katherine Arbuthnot, Critic Teacher, Oregon Noi^ ' "

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>N TgAOHBRS MONTHliY

TOR CLUB ADVISORS OP OREGON.

b work in Oregon is progressing so wel
arding; It at this time, but Just a word
e preparation of tbe exliibits for the ms
leld in the state this fall, may be profiU
r superintendents, county agents, ioca
loyal men and women in different con
lable time in order to help the children
is great work. We know that you have
structions sent to the club members
rpret the instructions, lessons, etc., t

Qbers in their meetings opce or twice ;
the members tell of their successes or
?gest to others, who have troubles, t
s help from what some member has :
offer a suggestion to other members ^
i check up on all reports that should
reports we mean the report cards foUo^i
ng and baking projects, also the car^
filled out on May 10 and July dO.

canning and baking cannot be sent t
IS completed the previous lesson and se:
Qstructions cannot be sent to members
May 10 and July 10 have been receive
,s the members have completed their le
the final report blank and instructtOhs i.mi tFi^-
t to them. This report should be carefully filled
3 state leader in order to have it graded and the
county superintendent immediately,
dd also the dairy herd record keeping projects
duration of six months' work, the final report
lailed to the state club leader. The handicraft
report mailed just as soon as the required num-
red. The reports on all other projects will be
ending in their report cards for July 10. These
t just as soon as the projects are completed. All
i reports with the club members in the meetings
live their blanks.

ing the year by taking or having some one
embers at work, or pictures of the completed
11 be of much help in creating interest among
l^eneral public. They may be used in the local,
in the local newspapers, and if sent to the state
lany ways.

>unty, or state fairs are held, a meeting of the
d at this meeting the preparation of the exhibits
i. Also the instructions on the preparation of

prepared by the Oregon Agricultural College^
If possible, have some of the field workers meet
ic instructions,
irear will mean that all of us want to do all

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114

OaaOON TBAOHBBfl HONTBXT

1

possible to aid our government in the war in which we are now engaged. The
food problem is one of the greatest, if not the greatest, and every boy and
girl in the state can do much to help in this work. Advisors, by encouraging
the members to produce and then conserve all possible, will be doing a great
and patriotic service for thd country. We must not only feed our own
people but the starving millions across the water.

President Wilson is asking for an army of 2,000,000 boys and girls to
help in the great drive on the food campaign, and you, as advisors, will be
real officers of this great army and will be doing a noble work by directing
these willing young people in t^eir part of the struggle.

If any instructions or help is needed in any way pertaining to the work,
write, telephone, or call on the state club leader or his assistants. — Article
prepared by H. C. Seymour, state club leader, Oregon Agricultural CoUege,
United States Department of Agrlcuture, and State Department of Bducation«
co-operating.

The Inland Empire Teachers' Assodatian

By B. D. BB88XJ5B, Oor¥»llii, Ortgoa

The nineteenth annual session of
the Inland Empire Teachers' Associa-
tion met in Spokane April 4 to 6. It
was a well-attended meeting, ably-
• officered and hospitably entertained.
The speakers on the general program
were President Suszallo of the Uni-
versity of Washintgon, who took the
subject "American School and Na-
tional Character" for his presidential
address; Professor David Snedden of
Teachers' College, Columbia Univer-
sity, who spoke three times on vari-
ous phases of Vocational Education;
Dr. E. A. Klrkpatrlck of the State
Normal School, Fitchburg, Mass., on
"Democracy and Efficiency" and
"Formal and Incidental Education";
Professor E. H. Lindley of Indiana
University, on "The Psychology of
Leadership" and "The New Pio-
neers"; Chancellor E. C. Elliott of
the University of Montana, on "Crux
Critlconim."

Five general sessions were held
during the three forenoons, the sec-
ond evening and the third after-
noon. Twenty-seven departmental
programs were scheduled, fourteen
the first afternoon and thirteen the
second. The banquet at 6:30 the
first evening and the reception fol-
lowing at 9 o'clock were well at-
tended and much enjoyed. The social
feature of the meeting is noteworthy.
While It interfered seriously with the
attendance at the departmental meet-

ings and to a degree at the general
sessions, the value of making ae-
Quaintances and exchanging experi-
ences with fellow workers in four
states alone Justifies the expense of
attendance. In the opinion of the
writer, however, it should be possible
to combine both experiences, greatly
to the advantage of the formal pro-
grams at least.

State Superintendent Churchill
was elected president for next year;
J. A. Burke of Spokane, secretary; J.
E. Buchanan of Cheney, treasurer;

E. D. Ressler is the Oregon member
of the Executive Committee. Among
Oregon teachers in attendance, most
of whom participated in the program,
were J. A. Churchill, 9. M. Plummer.
Mrs. George McMath, W. R. Ruther-
ford, P. L. Campbell, Mrs. M. L. Ful-
kerson, A. T. Park, E. F. Carleton.
Mrs. Hallle C. Thomas, E. D. Ressler,
H. C. Drill, G. W. Hug, Miss Anna
Johnson, L. McCuUough, J. H. Acker-
man. H. C. Seymour, J. W. Todd. O.

F. Sykes. Spokane is the permanent
place of meeting and the time fixed
is the Wednesday to Friday pre-
ceding Easter. While the meetii&g is
chiefly for the Inland Empire, wlich
includes parts of the four states
Idaho, Montana, Oregon and Wasli j
ington, supervisory officers and ctliJ
er teachers who can get away sho tie
plan to attend in larger number fr »i
the more remote parts of th«^

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8 HONTHXT

$16

great national meeting of the N. E.
A., which most Qt us cannot hope to
attend regularly or even occasion-
ally.

The reading by Chairman ChuTchlU
of the resolutions committee of the
"patriotic resolution" was greeted
with great applause, the audience
rising and singing the national an-
them, while Superintendent Frazier
of Everett and Superintendent Rose
of Boise stood on the platform wav-
ing the two large flags used in dec-
oration. The resolution closes this
brief report: "Whertjas, the Ameri-
can flag is the emblem of freedom,
of equality and of justice for all, is
the symbol of the brotherhood of
man, and stands for courage, for
chivalry, for generosity and for hon-
or; Resolved, that the first duty of
the American school is to teach rev-
erence for OUT national colors, the
Star-Spangled Banner. It should be
displayed in accordance with the
United States army rules/ Jits slight-

t abuse' must never be tolerated,
le pledge of allegiance should be
light ^to every child and frequent
portunity be given for repeating
sacred words. Our national an-
em and patriotic songs should be
imorized and sung on frequent oc-
casions. That finally, in view of
America's entrance into the great
world war with all its unprecedented
possibilities for national weal or woe,
we hereby pledge our unswerving fi-
delity to, and faith in, our national .
Ideals and our national leaders. We
believe that these ideals are worth
whatever sacrifices may be necessary
to uphold them. We believe that the
schools, at a time like this, should
teach the childen that the essence of
true patriotism in gelf-sacrifice and
should imbue them with the willing-
ness and desire to subordinate their
personal welfare to the infinitely
•more Important welfare of t^at great
social group — our beloved republic.
One and all, we will stand solidly be-
hind President Wilson. He is our
leader, and we will follow the ap-
pointed path to the end. There is
now no thought of divided opinion,
no word of censure, no hesitation or
flinching. Onward is our only word
henceforth."

The Northwest and the Nationat Edacation Association

By C. 0. THOMA80N, Secrttuy of the Portland Oeneral Commlttoo

Add the year of your birth, the
year of your marriage, your age at
your 1917 birthday, and the number
of years since you were married (or
minus the number of years since you
were married if you are single), and
divide the total by 2, and you will
have the year of opportunity for the
teachers of the Pacific Northwest.
Every teacher should be able to point
to at least one National Education
c vention that he has attended. The
t chers of Oregon, being acquainted
1 h' Portland and the vicinity,
8 >uld be able to get the most out of
t 1917 convention.

he rumor, that the convention
I ;ht be called off on account of the
^ *, has been definitely set at rest
I President Wilson, who has sent
1 d that he can see no reason why
t convention should not be held.
T ^ E. A. represents one of the

vital and constructive forces of the
nation in the education of the people
for preparedness and true conserva-
tion. President Robert J. Aley, Sec-
retary D. W. Springer, and the Port-
land general committee are unani-
mously of the opinion that the 1917
convention will be one of the most
important meetings in the history of
the association.

The program in full is to be print-
ed in the June N. E. A. Bulletin ifi-
sued from Ann Arbor, Michigan, by
Secretary Durand W. Springer. The
general plan is to have the meetings
of the various departments both fore-
noons and afternoons from 9 to 12
o'clock and from 2 to 4 o'clock re-
spectively. The evenings will be
given over to g;eneral sessions. The
department meetings will be held in
the auditorium, Y. M. C. A., White
Temple, First Presbyterian church.

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616

ORBGON TKACHBnaS HOMTIII.T

First Methodist church, First Con-
gregational church, Ladd School,
Lincoln High School, Shattuck
School, Commercial High School,
Beth Israel Temple, St. James Luth-
eran church. First Christian church.
Public Library, and Unitarian
church.

Some features of special interest
already fixed are the naturalization
of 100 applicants Thursday evening,
the general reception Tuesday evBU-
Ing, the opening meeting Monday af-
ternoon, the **Plummer Luncheon" to
N. £. A. officials Wednesday noon,
an open air reception in the City
Park featured by the State Societies
on Wednesday, -and the Oriental Tea
Thursday afternoon. A community
sing will be heljl one evening after
the program. £]ach evening at the
headquarters hotel tea will be served.
Arrangements will probably be made*
by the Portland school board to have

the Couch and Shattuck swimming
tanks open during €he entire week
with swimming exhibitions at certain
hours.

John H. Finley, state commission-
er of education of New York, has re-
cently left tor France on a mission
for President Wilson. 'He expects to
be back in time to attend the N. E. A.
in Portland and to bring to the
teachers a live message direct from
America's ally. Ella Flagg Young
will be prominent in many of the
programs. The representative men
and women from all sections will be
present. Memberships from the
teachers of the Northwest may be
sent directly to R. H. Thomas, clerk
of district No. 1, Portland, Oregon,
at any^time prior to the convention.
Attendance will b^ limited to those
having membership badges unless
there is found to be room to spare in
some of the meetings.

Oregon Govermental Affairs

By SOBEBT OABLTON OXJLBX, Bttftath On«oa

Oregon and California Ijaod Grant.

• The fortunes of the Oregon and
California Railway land grant have
been recorded in these columns from
time to time. Another qhapter has
been added to this history. It is to be
hoped that its legislative and Judicial
history is now at an end. The su-
preme court of the United States has
at last upheld the so-called Cham-
berlain-Ferris act by which provision
for the disposition of these lands was
made last year. Under the terms of
this act the government reserves the
timber, minerals, etc., and sells such
lands as may be suitable for agricul-
ture under the usual homestead reg-*
ulations. 'The Southern Pacific rail-
way is to receive its equity of |2.50
an acre and no more. The more
specific terms of this act were given
in a previous number of the Oregon
Teachers Monthly. It would seem
that the Railway has used its last
means of delaying the carrying out
of the provisions of this law and that
it must now go into effect as rapidly
as necessary surveys may be made.

The Voters Pamphlet.

The pamphlet describing the pro-
posed constitutional amendments

and measures, with arguments sup-
porting or opposing them, which are
to be voted upon at the special elec-
tion, June 4, next, has been sent out
by the secretary of state. It shows
eight proposals submitted by the leg-
islative assembly. These may be in-
creased by four or five more if all
the petitions in course of circulation
that invoke the referendum on other
legislative acts secure the necessary
14,000 signatures. Referendum peti-
tions may be filed as late as May 21.
The time between last date for filing
and the election would seem to be
almost too short f6r proper printing
of the ballot. Effort is being made
by appeal to the courts to keep one
of the measures off the ballot <»
the ground that it did not receive a
majority of the votes in the 1" ?r
house of the legislative assemb

Taxing Oregon and California ^
Grant.

to

Last month five of the meastUv.

appear on the June ballot were e-

scrlbed. Another, the second In r-

der of appearance on ballot, prop es

to place the lands known a~ le

Oregon and California railn id

grant on the tax rolls. .^ tie

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ORfiGOlf TB2ACHIBR8 HONTHIiT

617

it against the
^ay tpT the re-
on the ground
It the terms of
al granting act
sed to pay any

— — Large tracts of

this land lie in certain counties and
within certain port districts and the
revenue from taxing same has con-
stituted a large proportion of taxes
of such counties and districts. To be
deprived of such revenues is a real
hardship upon other property own-
ers as the burden of taxation is
fixed and the amount collei^ted from
year to year is not inclined to de-
crease.' The government in the Fer-
ris-Chamberlain Act proposes to pay
back taxes up to the date when the
measure became law. But for 1916
and ensuing years no taxes will be
collected from these lands, or at
least until they pass into private
ownership. Interested sections of
the state persuaded the legislative
assembly to enact a law for submis-
sion to vote of the people to deter-
mine if these lands shall be placed
on the tax rolls. If title to the lands
has reverted to the federal govern-
ment such land is not subject to tax-
ation by the state. It is contended
by those who defend this act that the
railway has retained a share of $2.50
an acre in the lands and that this
share Justly should be taxed. This
seems much too technical a matter
for submission to the people. Which-
ever way the majority vote may be
given the courts will ultimately have
to determine whether the state has
the right to tax the land. If the
measure is defeated the county ta^
assessors may put the land' on tax
"s and if there is refusal to pay
tax who would be made the de-
iant in a suit, the federal govern-
U or the railway? One real ob-
ion to the measure is that if
sed it may add a cloud to the
i. The burden of paying taxes in
jars might fall upon the pur-
ser. The voter is likely to vote
on this measure simply because
one seems to understand its pos-
e effect.

[ncreitfiiig Pay of Legislators.

he third measure on the ballot

ports to have for its intention the

[table object of limiting the num-

of bills that may be introduced

**"* legislative assembly and in

addition the perhaps no less praise,
worthy effect of increasing the pay
of the legislators from $3 to |6 per
day. The wildest imagination would
find trouble in detecting the least
connection between these proposals.
If t either be desirable 'they should
have been submitted in separate
bills. I may believe that the indi-
vidual members of the legislature are
unnecessarily productive in inventing
laws and that the allowance of four
as proposed in this measure is ample
and more than generous and at the
same time feel that the present hon-
orium of $3 per diem is all and more
than any legislature deserves. Vet
the method of submitting these two
Very distinct proposals in the same
measure prohibits my voting my hon-
est convictions on each. It is hard to
escape the conviction that the legis-
lative assembly hoped to secure a
raise in pay by holding out what
was hoped might prove the attractive
bate of fewer laws. It seems to say
to the voter: "Pay me more and I
will ease up on making laws."

The Tear's Volnnie.

The present issue brings the year's
volume to a close. The results are
before the teachers of the state. The
editors desire the frank opinions of
the members .of the association as to
matters of policy in order that the
paper may be more effective. If you
believe that too much space is given
to news, to general articles, to dis-
cussions on method, to any particular
feature, write in and say so. If you
believe that important interests are
neglected, do not hesitate to express
yourself. It is your paper, you have
a right to make your influence felt.
But remember that it represents all
the teachers of the state, rural as
well as city, primary as well as high
school and vocational, so that it is
necessary to publish material which
does not always appeal to everyone
with equal force. The editors have
done their best, but realize keenly
their limitations as regards time and
materials and welcome criticism,
either sjrmpathetic or unsympa-
thetic.— S.

For Sale — International Encyclo-
paedia and case; good as new; price
$50. Reason for sale, an over sup-
ply. Address C. M. Moriarty, 1239
Missouri Avenue, Portland, Oregon.

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Oregon State Library

By COSniJA M4KVZN, Libndaa, O^ifM fUU XArary

The commissioner of educatioh in
his report for 1916 has the follow*
ing review of recent significant edu-
cational literature: ''It was noted
in the last previous report on the
siibject that much of the significant
contribution to current educational
lAerature is in the form of reports
of surveys and investigations. Espe-
cially important as contributions to
educational literature are the vol-
umes of the Cleveland survey. Well
written and attractively printed,
these books may well serve as an ex-
ample to other makers of educational
reports. Public Education in Mary-
land, by the geiveral educational
Board, and Higher Educational In»-
stitutions of Iowa, by the bureau of
education, are among other reports
issued during the year that appear
to have elements of permanence as
educational documents. A large part
pf the material compiled in the sur-
vey work is later being issued in
book form. This procedure, begun
in the case of the New York school
inquiry, has become fairly well estab-
lished; witness Professor Cubberly's
recent books on school administra-
tion. The educational survey, after
all, represents largely the application
of accumulated theory and practice;
it should therefore be a valuable me-
dium for the formulation of educa-
tional doctrine.

"In addition to the report of the
Maryland survey, the general educa-
tion board published during the year
two pamphlets in its Occasional
Papers series that have already
caused widespread discussion — Flex-
ner's A Modern School and Eliot's
Needed Changes in Secondary Educa-
tion. A controversial literature of no
mean dimensions threatens to de-
velop from Dr. Flexner's concrete
statement of certain advanced de-
mands. The annual reports and bul-
letins of the Carnegie Foundation for
the Advancement of Teaching have
a deserved reputation for scholarly
handling of important problems in
education. Teachers* pensions and
law schools are the two subjects
which material has recently been
published.

"Among g;eneral educational writ-
ings should be mentioned John
Dewey's Democracy and Education,
the author's most complete formula-
tion of the ideas implied in a demo-
cratic society and the means of ap-
plying these ideas .to the enterprise
of education; and E. C. Moore's
What Is Education. In the field of
educational psychology, Judd's The
Psychology of the High School Sub-
jects, Miss C. M. Meredith's The Edu-
cational Bearings of Modem Psychol-
ogy, and Freeman's Experimental
Education, may be noted.

"The literature ot standards and
tests has to its credit for the year
the important papers in the Fif-
teenth Yearbook of the Society for
the Study of Education; Starch, Edu-
cational Measurements; and Termsin,
The Measure of Intelligence, besides
numerous articles on tests for the
various school subjects in education-
al periodicals and survey reports.
Rapeer's Educational Hygiene from
the Public School Period to the Uni-
versity contains chapters by leading
specialists and is therefore a con-
venient summary of this important
phase of education. Two books of
widely differing scope in the general
subject of play are to be recorded —
Henry S. Curtis, The Practical Con-
duct of Play, and Joseph Lee, Play
in Education. The kindegarten is
treated from opposite angles In Nora
Atwood's Kindergarten Theory and
Practice and Kilpatrick's Froebel's
Kindergarten Theories Critically Ex-
amined. The Gary experiment, be-
sides calling forth a large amount of
pamphlet and periodical material,
has produced at least one new book
— Randolph S. Bourne's The Gary
Schools. Of special interest is H-n-.
Quest's Supervised Study." Any if
these books mHy be borrowed f- n
the state library.

• • •

The new edition of the list if

books for high school libraries is

been distributed by the state libr r*

It should be used in making ^e

choice of books for school librai m

for 1917. Copies may be had n] in

application to the county school i*

perintendents or ta Uie stjate * y

Digitized by '

jka the state *

/Google

ORBGOH TESACHKks MONTHI«Y

619

Supplement to the list of books for
elementary schools has also been is-
sued containing notes of titles of all
the attractive new books. The cor-
rected price list for this year's orders
about seven hundred changes neces-
sitated by the increased prices of
books which, the publishers say, is
due to the additional cost of materi-
al? and manufacture.

• * *

Junior high school students and
others more mature may well have
some suggestions for summer read-
ing. The following American biog-
raphies are suggested, as interesting,
attractive, and well worth while:
Adams, Familiar Letters; Alcott,
LfOuise May Alcott, Her Life, Letters
and Journals; Antin, The Promised
Liand; Boone, Gulliver, Lucile, Daniel
Boone; Clemens, Boy's Life of Mark
Twain; Moores, Life of Christopher
Columbus for Boys and Girls;
Sprague, Davy Crockett; Eastman,
From the Deep Woods to Civiliza-
tion; Meadowcroft, Boy's Life of Ed-
ison; Franklin, Autobiography; Nico-
lay. The Boy's Life of Ulysses S.
Grant; Goodwin, Dolly Madison;
Keller, Story of My Life; Crow, La-
fayette; Larcom, A New England
Girlhood Outlined From Memory;
Hasbrouck, LaSalle; Gillman, Rob-
ert E. Lee; Schurz, Abraham Lin-
coln; Nicolay, TJie Boy's Life of Ab-
raham Lincoln; Goodwin, Dolly Mad-
ison; MuiT, Story of My Boyhood
and Youth; Holland, William Pen;
Riis, Making of An American; Rooso-
velt. Autobiography; Crowe, Harriet
Beecher Stowe; Wade, Pilgrims of
Today; Washington, Up From Slav-
ery; Scudder, George Washington.

• • •

~ IbCachers who are planning for
summer reading should write to the
library for suggestive list. One of
the most attractive groups of books
which might be suggested would be
Fabre's works with the wonderful
•i Of the author by Legros. This is
) of the most inspiring books ever
Itten. "One need not be familiar
h his writing to find in the pages
this biography a wonderful inspir-
)n for greater achievement in any
'd of endeavor. Those who already
at the feet of the aged naturalist
I hail this volume with delight,
le those who have yet in store the
isure of meeting the man through
own pen can have no happier in-
1 •-*<-n than this."

The state library has a list of
commencement parts and will send
package libraries for any of the
parts in this list or for any good sub-
ject chosen by school and teachers.
It is hardly worth while to get to-
gether a collection of literature on
such a subject as **If" or "Ambition"
or ''Woman's Part in the Present
Crisis." Teachers may well suggest
to students that if they wish to write
upon abstract subjects it would be
well for them to outline their work
before they rush to the Ubrary for
literature.

* • *

Some school may wish an old edi-
tion of the International Encyclo-
pedia; it is quite old but good for the
standad articles on history and lit-
erature; it will be sent free, except
for transportation, to anyone who
wishes it. The state library also has
more primers* arid readers to give
away; they are not complete, but
may serve for schools which wiuld
put them in order and which has no
other books.

* * *

The following books by Fabre may
be borrowed from the Oregon state
library: The Hunting Wasps, The
Life of the Fly, The Life of the
Spider, The Mason-Bees, Social Life
in the Insect World.

* * *

Members of President's Cabinet. —
Robert Lansing, secretary of state;
Williams Gibbs McAdoo, secretary of
the treasury; Newton Diehl Baker,
secretary of war; Thomas Watt
Gregory, attorney general; Albert
Sidney Burleson, postmaster general ;
Josephus Daniels, secretary of the
navy; Franklin Knight Lane, secre-
tary-of the interior; David Franklin
Houston, secretary of agriculture;
William Cox Redfield, secretary of
commerce; William Bauchop Wilson,
secretary of labor.

Bureau of Education. — Commis-
sioner, Philander P. Claxton; chief
clerk, Lewis A. Kalbach.

Supreme Court of the United
States. — Edward Douglas White,
chief Justice, Joseph McKenna, Oli-
ver Wendall Holmes, William R.
Day, Willis Van Devanter, Mahlon
Pitney, James Clark McReynolds,
Louis Dembitz Brandeis, John Hes-
sin Clarke.

State Elective Of ficials.— Govern-
or, James Withycombe; secretary of
state, Ben W. Olcott; state treasurer.

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ORBGON TBACHBBS HONTBOLY

Tho8. B. Kay; supreme Justices,
Frank A. Moore, Thomas A. McBride,
Henry J. Bean, Geo. H". Burnett,
Wallace McCamant, Henry L. Ben-
son, LAwrence T. Harris; attorney
general, Geo. M. Brown; superin-
tendent of public instruction, J. A.
Churchill; dairy and food commis-
i^ioner, John D. Mickle; state en-

gineer, John H. Lewis; labor com-
missioner, O. P. Hoff; public ser-
Tice commission, Fred Buchtel, H. H.
Corey, Frank J. Miller.

Oregon Senators. — Geo. E. Cham-
berlain, Harry Lane.

House of Representatiyes. — ^Willis
C. Hawley, Nicholas J. Slnnott, C. N.
McArthur.

Oregon Tree Stndies

By Wli. B. ULWBBBOB, ]>«»MtB«itt 9t Botuy, O. A. O.

Xin^-Red Alder.

The red alder is familiar to all
who hare an acquaintance with the
lower mountain streams, and will be
pleasantly recalled by others upon
mention of the conspicuous white
bai^ and delicate branching of t)ie
tree as seen in winter or by the
short, hard, ever present cone.like
fruits. The red alder, known also as
Oregon alder, was first discovered by
a Russian botanist in 1827 and a few
years later by Thomas Nuttall at the
mouth of the Willamette river. It
fringes the streams from Sitka,
Alaska, through the many islands
and coast ranges of British Columbia,
western Washington and Oregon to
the Santa Inez Mountains of Cali-
fornia near Santa Barbara. It may
also be found on the western slopes
of the Cascades of Washington and
Oregon to the Siskiyou mountains.
This readily shows that the red alder
is a tree of the moist regions and
situations. It is found chiefly along
streams, near springs ,in river bot-
toms and on the well-watered slopes.
The rainfall of this distribution var-
ies between 40 and 100 inches. It
will not endure severe cold for it is
found mostly below 2000 and 3000
feet in elevation, generally much
lower.

The roots of some species of alder
produce small nodules in which nu-
merous nitrogen-fixing bacteria grow.
These bacteria bear the same rela-
tion to the alder that is found in
clover, alfalfa, etc.

The red alder reaches its maximum
size in the humid regions of Puget
Sound. It is a rapid grower when
young (between 20 to 30 years), but
short lived and may be soon over-

topped by certain of its associates.
It is mature in about 50 years and
has attained an old age at 75 years.
Trees between 10 and 18 inches in
diameter are from 28 to 55 years old.
The red alder is the larger of the two
largest alders on the Pacific Slope
and the six tree alders of the United
States. It is usually between Z5 and
40 feet high, and 10 to 15 inches in
diameter but may become 60 to 90
feet high and 18 to 30 inches
through. In pure stand the trunk
may be free of branches for 25 to 30
feet, while those occurring In the
open are apt to fork early, producing
a short trunk. The straight trunk
gives off numerous somewhat slender
branches which droop into a rather
narrow, long, dome-like crown.
. The bark is thin and smoothlsh.
The younger bark is smooth and has
a decided greenish cast The bark
of alder trees is white because it is
covered by confluent patches of sev-
eral different kinds of lichens, so
that the true colof of tCb bark is
seldom seen. The bark of old trees
becomes broken into shallow groovei
and narrow flat ridges. The young
twigs are a clear, shiny, mahosany-
red with many light-colored dots, or
lenticels. The twigs are sometimes
hairy near the ends. The deep red
buds are long and covered with a
light-colored scale-like down.

The mature leaves are S to 5H
inches long, smooth and deep yelloir-
green above. They are paler beneath
and covered with very short rust-ed*
ored hairs. The margins are toothed. ,

The flowers of alder are borne in J
two catkins. The staminate catkins^

may be 5 or 6 inches long and !4
inch thick. Pollen is produ*-"-* i]

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i

ORBOON TB2AOHBR8 MONTHIiY

621

vn by the wind to
ller pistillate cat-
siture into a thick
t. The seeds are
Lte abundance and
autumn. When
tained within the
ses, which are the
St plants. These
ave winged mar-
Lssist in seed dls-
tions of germina-
y known, but the
ndant in rather
shade and in the
lis.

is freely, but this
:tion is more corn-
Washington than
ng with the alder
billows, black cot-
Ir, broadleaf and
rn dogwood, chit-
ih. The red alder
1 pure stands over
!oast mountains of
tgton. Pure stands
urned-over areas

which have been slow to reforest, but
ultimately the alder will give way to
conifers according to the region.

The . wood is pale reddistt brown,
brittle, and light when dry. Fresh
cut surfaces of the whitish sapwood
soon become stained a red brown.
The wood Is fine grained, cherry-like
and suitable for cabinet work. The
wood is of minor importance because
it furnishes only a little more than
one-tenth of 1 per cent of the wood
used in Oregon, yet nevertheless it
Is an important factor when the de-
ficiency of hardwoods in the North-
west is considered.

More than nine-tenths of the alder
wood is used for furniture, and the
remainder for saddles, handles, pul-
leys, interior work,»and piling. The
ability of the wood to resist marine
bores makes It very suitable for pil-
ing although the available amount is
limited. It Is also valuable for fuel
and for smoking salmon. The Alaska
Indians use the alder for making
canoes.

»me Oregon Weeds and Seeds

By A. B. 8WEET8BB, University of Dragon

and leaves.

AlfUarU.

plant has made it-
home and quietly
the soil wherever
piece of unused
ok upon it as a
oper and class it
as a weed. But
re noticed that in
^aten with avidity,
)y the stock. Its
Erodlum cicutarl-
Lg the Greek for
s may be called
elongs to the ger-
geranium is from
\g Crane, so the
inmonly called the
\ The cultivated,
ns belong also to
uld be named Pel-
being interpreted,

hows flower and
The plant has a

spreading habit and the stem is often
more or less purple. The blossoms
are pink or light purple, have five
sepals, five petals, five stamens with
anthers, alternating with five without
anthers. The pistil consists in real-
ity of five parts but so closely united
that they may be regarded as form-
ing one. The ovary may be regarded
compound, of five cells the styles
united together around a central
axis. As the frjiit develops this axis
and the styles elongate forming the
crane's bill stage; as it ripens and
dries the styles twist into spirals sep-
arating the parts of the ovary with a
jerk, and if the seeds are ripe, throws
them as from a sling. Or the force
may be so great as to separate the
whole seed case with its spiral tip
from the axis allowing it to fall to
the ground or become attached to
some grazing animal. Upon the
ground the tips uncoil when moist
and coil again upon drying, impart-
ing a twisting motion, to the seed

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622

ORBGON TBACHBR

case, thus boring it into the gnround
and planting it. .

It will be an interesting study for

Fildree

the children to make out for them-
selves the elongation of the parts in
the ripening fruit and the method of
seed dissemination rather than ex-
plaining it in advance. This may

ah
lai

an
ex
sii
be
ad

la^
Oi

of
se
du
at
N(
Ml
ch
tic
ra
cu
of
pr
th
Bi

he
en
Q.

Stpdies of Fame

Theae atudies are used by permission of the O. "M
will farnlsh a complete list of other fam

Distinguished Member of the Humane
Society.

By Li. Eveline Merritt.
"The Distinguished Member of the
Humane Society" is a portrait of a
great big noble Newfoundland dog.
Look at it. The dog is lying there —
not asleep — no, rather alert In mind
although the body is relaxed. It is
resting with its magnificent head
erect, mouth open with tongue out in
the usual way. Look closely. See
the great knowing eyes uplifted. Ah,
there is the secret. Here is a dog
which will romp and play with the
children and will be their faithful

fr
m

of
tu
"S
"C
m
of
si<
cc
D(
nc
n(
se
tl
d(

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ORBGON TBACHBRS MONTHLY

628

IS it is? Where is
tt is very evidently
out of doors and in the full sunlight.
There is a great expanse of sky which
is somewhat threatening in apper-
ance toward the horizon. What are
the birds which are flying about so
gracefully on either side? They are
the birds of the sea, the gulls, that
sail through the air as calmly and
peacefully as doves and add to the
feeling of assurance that all is well.
The dog is plainly lying on the last
stone of a quay, the front face of the
water is gently lapping. A mooring
ring is visible. There the dog lies
looking out over the water. The ears
are lifted almost imperceptibly to
catch the slightest sound. It is a

all — the Scotch collie, the terrier, the
hound^ the little spaniels and all the
others. Any lover of dbgs must find
enjoyment in his pictures.

Although Landseer was perhaps
happiest in his portrayal of dogs, he
did not limit his work to those. His
deer pictures are almost as familiar
as those ot dogs, while every child
knoWs his squirrels in the "Piper
and the Nutcracker." and the mon-
keys In his "Sick Monkey," and al-
most his last work was the modeling
of the lions placed at the base of the
Nelson monument in Trafalgar
Square in Lo\idon. He was a painter
of animals In the broadest sense. He
knew all animals intimately and had
the power to so picture them that

wonderful dog portrait. Notice the
fore-shortening of the paws, the rep-
resentation of the hair in various
parts of the body, the knowing look
of the face, the semi-human pathos
of the eyes. Landseer certainly un-
derstood and loved this friend of
man, and knew how to paint it.

No one can see that handsome
Newfoundland dog lying on the quay
without a jsense of safety for all con-
rned in that harbor. This friend
, humanity will guard the waters
'ell. The picture is well named,
his fine specimen of the dog world
indeed a distinguished member of
le humane society.
This dog that Ctandseer knew so
>>11 and painted so well was a New-
ndland as were also "Saved/
y Dog," and some others. How-
ry Landseer was not limited in his
'"'''dge of dogs; he knew them

others less fortunate could also en-
joy that intimacy.

Who was Edwin ^andseer and
what was his training? The story
of Edwin's childhood is a most inter-
esting one. There are few families
in which the father personally guides
his son in his work and his play. The ,
Landseer family was such an one.
The father was an engraver and lec-
turer upon art. We are told that
he often took his three sons, Thomas,
Charles, and Edwin to the open coun-
try, where they spent the day in
sketching the animals as they grazed
in the fields — this, too, when the
youngest, Edwin, was hardly old
enough to hold a pencil in his little
fingers. Often it would be Edwin
alone who would be lifted over the
stile and stationed in some shady
spot. There the father would leave
him, returning later in the day to

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624

ORl&GOlf TBACHS2RS MOHTBDLT

sit beside the lad, draw with him,
correct the wprk done, and talk with
him. Do you g^t the picture?

The father was not only the first
teacher but the first to inspire the
love for animal life and the' desire
to picture that life. This is the sim-
ple story of a beautiful relationship
that lasted as long as th^e was life.
His father fondly kept the sketches
that Bdwin made at this early time.
Some of these can be seen now in the
collection in the South Kensington
Museum in London. From notes up-
on them made by the father at the
time it . is learned that some were
sketched when Edwin was only 6
years of age. Think of it! He was
sketching at 7 years of age and paint-
ing in oils at 12! He won a prize
form the Society of Arts for his ani-
mal drawings when he was 11 and
medals during each of the succeeding
years!

Whenever and wherever animals
were to be seen, Edwin was sure to
be there with his sketch book. His
father had early led him tb nature,
his great teacher throughout his life.
Edwin knew that there was nothing
that could teach a person how to
draw better than to be continually
drawing. Thus the young Landseer

sketched and sketched again until
he knew the animals in their every
phase.

One other influence was felt la
his early tutors. This was the paint-
er, Benjamin R. Haydon, who be-
came his teacher for a time. Mr.
Haydon urged him to dissect acni-
mals. By this he became familiar
with their anatomical structures, tMs
made his drawing more sure. Mr.
Haydgn also urged a study of the
Greek marbles from the Parthenon
and the cartoons made by Rapliael
for tapestry, designs. This study
produced a' certain breadth of feel-
ing and spirit of repose, balance,
and freedom that he might not other-
wise have attained.

Prom Landseer's eleventh year,
when he became an exhibitor at the
^ Royal Academy, Liondon, under the
name of "Master B. Landseer, H,**
(the "H" meaning that he was an
honorary exhibitor since he was too
young to be accepted as a full artist)
his story reads as a triumphal march.
At 14 he entered the schools of the
Royal Academy where the head mas-
ter used to call him "his little doir
boy." From that time on he painted
much, he exhibited year after year,
his pictures were popular and found
a ready sale.

Oregon Congress of Mothers

By ma. ELIZABETH SATHUBST, 1070 & Buntidt. Portl«a«

Preparations for the National Edu-
cation Association are well under
way. Just what part the Parent-
Teacher Associations will be given
to do is not definitely settled yet, but
• one way in which we at one time can
both be helpful and be helped is sug-
gested in the following excerpt from
a letter sent by our president, Mrs.
Geo. McMath to all local and state
presidents in United States — ^two
thousand in all: "Have you consid-
ered the matter of the new provision
for institutional memberships in the
National Education Association? This
provides that the school districts, or
any other organizations interested in
education, may become associate
members upon payment of the regu-
lar associate membership fee of
12.00. This institutional member-

ship is taken out iii the name of the
organization, and entitles the organ-
ization taking such a membership to
the volume of printed proceedinss.
Every school hpuse should ha^e a
copy of the proceedings of the Na-
tional Education Association. These
reports will be of great value to the
parent-teacher association, and to the
' teacher. The lectures of the I
educators in the country are prin
therein in full, and I know of
better way to spend an aftemo
than by taking lip for discuss
some of these lectures. The t"
dollar membership fee may be b*
directly to the chairman- of the j
vance Membership Committee
Oregon, 406 Court House, Portia
Or. Will you not take up the x
ter with your district, and. -•"

Digitized by VjOOQIC

OOlf TBAGHBIUI MOBTTHI^T

625

>ciation or
ird, secure
^ership for

»eople who
of the In-
Association
stnd 6. was
Mrs. Geo.

1 most de-
slng funds
writer was
Ly given at
land,! under
t of Mrs.
Ired twenty
5h was ex-
d standard
Vhenever a
or funds it
bring forth
e from the
le the com-
udgment in
3al for the
is would be
larger par-
in general,
I the pupils
music, but
isure at all
ition meet-

icher Asso^
160 at a
pper, with
Id in estab-
stic science
Clackamas
acher Asso-
ted at Mol-

i has been
Irs. George
•ent-teacher
's work is
e and I be-
n most in-
iry success-
ew matters
r attention
r the sum-
ention will
f this year.
Lelegate for
J your pres-
m effort to
summer to
your presi-

dent to this convention? She will
bring back to your circle such an in-
spiration and so many new ideas that
you will feel it was money well spent.
The Eugene people will provide the
rooms. (2) Have you sent in the
name, initial and addresses of your
president and secretary Just as you
want it printed in the new year book
we will get out in August? (3) U
your school is not standardized will
you not make an effort to have it so
by next year? (4) If you have any
suggestions you would like to have
taken up at the convention will you
not make an effort to inform us by
July 1 as we *are already preparing
the prograta? (5) Would it not be a
very wise act to appoint a committee
to assist the teachers who return to
you next fall,> some perhaps strangers
in your country, in securing boarding
places and to greet them on their
arrival in your district? (6) Are the
children of your district all properly
fed and clothed? It is a terrible
thing to let little children go to
school cold or hungry and every
parent-teacher association should
know that there are none in their
school. When the delegates meet
next October in Eugene it will be
their duty to elect a new group of
officers to carry on the work of the
state association and you should give
this matter some consideration as we
are now one of the largest and most
powerful agencies in the state an4
the questions that come before the
state board are often quite wide in
their effect and need serious consid-
eration before action is recommended
to you. We must try to confine our-
selves as nearly as possible to the
uplift of the school and the home."

# ♦ •

The legislative committee has sent
a condensed report of the legislation
passed at the last session, which is
of interest to all our members, to
every circle, and the committee will
ask Superintendent Churchill to send
each circle a copy of the small
pamphlet issued by his office which
contains a digest of all the new
school legislation.

• mm

Molalla entertained the Clackamas
county parent-teacher council May 5
in a splendid manner. An Interest-
ing program was given under direc-
tion of Supt. Calavan and Pres. Mrs

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626

ORBGON TBAOHBIUI MOHTHI<T

•]

J. L. Waldson. A delicious chicken
dinner was served to teachers and
parents hj the Molalla parent-teacher
association.

• • •

On May 5 the Marion county par-
ent-teacher council met at Salem.
Forty-one associations were repre-
sented and much enthusiasm shown.
Mrs. Geo. McMath addressed the
gathering:. The Marion county par-
ent-teacher council has lately affili-
ated with the state organization.
Tamhill county parent-teacher coun-
cil will meet next at McMinnviUe,
and Multnomah county parent-teach-
er council at Troutdale. Multnomah
county parent-teacher association has
set out to standardize every school
in Multnomah county within a year.

• m 9

At the annual election of the Port-
land parent-teacher association held
May 4 Mrs. W. I. Swank was unani-
mously elected president. Mrs. Swank
is especially fitted for the important

position as she has served most stie-
cessf ully as president of the HoUiday
parent-teacher association and as
chairman of the social service and
program committees, as well as a vice
president of the Portland parent-
teacher council and is the possessor
of a most pleasing personality. Other
officers elected are: First vice pres-
ident, Mrs. Archibald Mdntyre; sec-
ond vice president, Mrs. J. B. Znr-
cher; third vice president. Miss Aliee
Joyce; recording secretary, Mrs. Per-
cy 9towell; corresponding secretary,
Mrs. B. W. Finzef; treasurer, Mrs.
W. L. Bloch; auditor, Robt R. Steele.

Nature Study Instrmctioii.

Miss Alice Joyce will assist Mrs.
Brennan in her Primary Methods
School, beginning June 26. She .win
have charge of the nature study
work. Miss Joyce has recently been
appointed garden supervisor of all
the West Side in Portland.

High School Teachers' Departmeitt

Bdit«d Ij HOPSZV JBM&UNS^ PortlaaA, ONfoa

Hi^ School Composition.

Last year one of the largest of the
American universities sent out a
tuestionaire on high school English
asking, among other things, this:
Which is a more important aim of
high school English, arousing appre-
ciation of good literature or develop-
ing facility in expression in the moth-
er tongue?

When the query came to me I un-
hesitatingly decided for the second.
But my colleague in the small high
school where I was teaching was as
certain that the first aim should be
considered more important. Her be-
lief is shared by many English teach-
ers. In my opinion this accounts
for the poorly balanced English
courses in some high schools. The
classes are over-crowded with book
material and the written work is al-
most exclusively second-hand repro-
duction of literary criticism based on
aesthetic canons too mature for the
high school age. However, our quar-
rel is not with the champions of lit-
erature. We are inquiring, "How

may be vitalize the English composl-
tion?"

The teacher who has learned that
the only composition that really
makes the student grow — in both
enthusiasm and power of expression
— is based upon the student's own
experience and observation, has gone
far towards a solution of the qnea-
tion.

The scope of this paper will not
admit of the laying out of a detailed
plan for a course of composition
founded on experience and observa-
tion. It is meant to be suggestive
only. As a matter of fact, such de-
tailed planning is not necessary
desirable. Once the redeeming po
er of this idea of constructive rati
than reproductive composition is f
the minutiae will take care of the
selves. The stereoptyped plan is <
pressing. Ekich new group of e\
dents should help the teacher p}
for the individual needs of their p
ticular class. Community intei
helps.

Don't try to do too much. I

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ORBGOir TBL4.0HKR8 MONTHIiY

127

yourself U a few big objectives. Fol-
lowing are five guiding principles,
which, insisted on, will get resaits:
(1) Using realistic details. — ^This
idea originated with Daniel Defoe
and is the secret of his popularity.
It can easily be taught to high school
students. (2) Employing the spe-
cific in place of the general.— <Most
books of rhetoric treat of this but
many teachers neglect to emphasize
it. (3) Training the five senses.-^—
Martha Hale Shackford and Mar-
garet Judson of Wellesley and Vassar
have show the possibility of this. It
has a natural appeal for the adoles-
cent age. (4) Composing with the
audience in mind. — ^When students
once grasp the necessity of this, most
of the troubles of exposition and ar-
gument are smoothed over. (5) Be-
ing intellectually honest. There is
too much attitudinizing and affecta-
tion In high school English. Once
the student begins to- compose he
ceases to be natural. Destroy this
insidious feeling.

Let us be specific You make a
general assignment: "I want you
for your first theme to write about
something from your own experience\
9r observation. What was the most
exciting thing that ever happened to
you? Tell us about it. Have you
seen anything lately that is still
vivid like a picture in your mind?
Describe it for us." Some days later
the papers come in.. Some are fair,
, some are Indifferent, but there Is a
discouraging number of colorless
"Best-Day-in-Vacations." From the
lot you winnow out one splendid idea.
A member of the class has written an
account of an afternoon canoe ride
In which two girls, absorbed in read-
ing, drift with the current, oblivious,
until they are caught in the rapids.
But there is no artistry to the com-
position. It has no beginning. The
sentence structure toward the end,
as the rapids are approached,is the
me as at the beginning, where the
irrent is lazy."^- The rescue is com-
^nplace. There is no suspense.
Here is your chance for commun-
r effort. Let the whole class take
^ germ idea and try to improve the
^ression of it. Show the students
lat you mean by realistic details,
'^at was the name of the stream?
at kind of trees grew along it?
m what kind of landing place did
-"•nbark? What was the name

of the fascinating book that beguiled
you from the realization of your
peril? Bfow many sofa pillows did
you carry along? The student prob- /
ably said the stream flowed. Make
him see the difference between this
general term .and the specific glided,
swirled, eddied, churned, plunged, -
raced.

The hypothetical theme discussed
above was primarily narration, with
incidental description. Suppose you
.wish to reverse the emphasis and
have the class write primarily de-
scription, with incidental narration.
Try this laboratory plan: "For our
next theme we will take a walk
through the woods. Remember that
you have five senses. Tou will not
only see the trees and the ferns, but
you will hear the birds and insects
and smell the leaf mold and flowers.
The fir needles will feel smooth be-
neath your feet and if you walk on
moss it will b^ soft like a plush car-
pet. Perhaps you will sample the
taste of some wild berries or break a /
twig and chew it. Try to get sense
appeals." Simple and obvious as this "*
sounds it will often produce aston-
ishing results. It is even conceivable
that after a little preparatory work
along these lines students may be
able to comprehend the sensuousness
of Keats.

Obviously such a course will con-
sfst largely of narration and descrip-
tion at first. But it leads naturally
into exposition and will surely ulti-
mately provoke argument Every
boy is a specialist. One collects
stamps. Another is an amateur zo-
ologist. Still another is skilled in
the use of' tools. Girls, too, have
their hobbies which you can utilize.
Let them write of the things they
really know at first hand. Insist
that they make things clear enough
for anybody to understand. In the
arguments — which are always evoked
when people become interested and
aroused — let the students talk in
favor of the side they really believe
in. This is intellectual honesty.-—
Thomas M. Henley, Jefferson High
School, Portland.

Are Sdhool Athletics Safe and Sane?

By athletics we mean strenuous
competitive physical exercise, such
as ball games, field and track work,
not the training offered by Turn Hall

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ORBGOH TBAOHBIUI MOSTTHLT

gymnastics. Regarding the mild ben-
efits of the latter there is little dif-
ference of opinion, but there is con-
siderable discussion waging around
these highly competitive fi^atnes.

If we go back far enough we shall
find the American 1oy6 of competi-
tive sport deeply rooted in those
anti-Colonial British customs, which
have yielded us equal rights, true
democracy, and hulldog courage. The
Asquiths and Kitcheners were train-
ed upon the cricket fields of Eton
and Rugby. In our new world eager-
ness to absorb without full time to
assimilate we magnify the competi-
tive side of British sport, and in our
enthusiasm we often overlook their
fair play traditions.

Competitive sport — play, is a na-
tural manifestation common among
healthy lambs, kittens, boys and
girls. Muscular exercise falls short
of its complete benefit unless per-
formed in a spirit of play. Not only
are ward children fond of play, but
high school and college students give
it considerable attention, as we well
know.

Our newspaper sporting columns
daily display generous paragraphs in
praise of this or that college or high
school team of victorious athletes,
embellished with pictures of the star
performers, while the brilliant aca-
demic student receives little notice
and less praise. It has come to pass
that a winning team advertises an
institution favorably, and coaphes
search the accredited schools and the
woods for strong muscles — mentality
to be developed later. Some time ago
I noticed in the "Harvard Crimson"
that the lecture by Prof. Peabody on
"The Political and Social Significance
of the Life of Jesus Christ'* was post-
poned because of the football mass
meeting on that date. At one time
in Kansas City we offered the high
school boys a chance to compete in a
"cross country run" and the report-
ers gave the event several columns
on the first page where we expect to
find news of grave international im-
portance involving the fate of na-
tions.

Are we giving too much attention
to competitive sports in our schools?
The old Greeks believed in a sound
mind in a sound body; so do we. All
contests of physical prowess interest
us. Our school games attract crowds
of all classes, mostly cultured. Since

we fully believe in a sound mind In
a sound body, so strong has the rival-
ry become in this mnscle-tearing.
bone-breaking business of preparing
a home for a sound mind, that the
enthusiasm breaks its banks and
much physical disability results.

The British school boy, throngh
centuries of adaptation, enjoys his
cricket, tennis or football, with a
more, amateurish relish than ours do.
He plays for the pure joy of motion.
It is a common spectacle on English
and Canadian school grounds to see
a couple of fellows batting and bowl-
ing for hours. Just for the fun of It,
"don'^ you know," but we time and
tone our practice so as to get into
the best possible condition to beat
the others.

As it now stands we put up the
very best trained athletes to repre-
sent the school. The rank and file
of the student body seems content to
root — one form of lung development

Those individuals who need physi-
cal training the least get all of it. If
the body must^be trained as well as
the mind, what would we think of a
system of class instruction for the
few best scholars and absolutely
nothing for others. This is precisely
our procedure in athletics. Through
centuries of monastic training we
have developed a science of educa-
tion, education of the mental facul-
ties, but our science of play is in its
infancy. In congested centers of pop-
ulation we are laying out pifty
grounds, recognizing at last that
a child has as much right to
play as to breathe. Wisely directed
play has as much educational valne
as manual training or physical sci-
ence. Oive it a place in all curricula*
but soften down the fierceness of
competition. — Daniel Hull. Superin-
tendent of Schools, Grants Pass, Or.
■
Course In Nature Stndy.

Miss Alice Joyce will give a prac-
> tical course in nature study and g
dening at the Primary Meth<
School conducted by Mrs. Ri
Shearer Brendan. The fundamei
principles of agriculture and the p
sibility of its co-ordination with r
ular school studies will be prepa^
in outline forms to assist the prim
teacher. Please write to Mrs. Br
nan at 460 E. Bumside street, P<
land, and tell her if you pla" ♦^
tend this school.

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YocatioDal Education Department

Bdlto4 ^ m. B. OKXiOUTBX, TM^lAtoa, "brtftM

The manvfaeturer, the wage-earn-
er, the artist, the psychologist, the
practical man of affairs, and the ed-
ucator, all haye different reasons for
advocating Indastrial' arts in oul^
public and high schools. The manu-
facturer hopea for mechanical skill,
skilled workmen for his manufactur-
ing plant; the wage-earner sees in
it free training for better wages; the
artist hopes for the development of
the esthetic and artistic ^nature and
hopes for the awekenlng of, and de-
velopment of appreciation of proper
proportion, good construction and
good finish in architecture and catn
inet work, and in all things mechan^
ical. From his standpoint, "a thing
of beauty," In things mechanical, "is
a joy forever," and the awakening
of the artist In the mechanic is an
important and legitimate function
of the school.

The psychologist sees in industrial
training the development of an en-
tirely different mental fibre. He
looks upon a saw, a square, a mark-
ing gauge, a plane, as new intellectu-
al dumb-bells. He sees in industrial
training approach to undiscovered
apd unexplored intellectual possibil-
ities. The practical man of affairs
sees in an Industrial arts course the
acquisition of useful information and
the development of skill that will
just fit the need of the rancher, the
agriculturist, or the machinist. And
doubtless any one of these men see
enough in an industrial arts course
to justify its place in our educational
system; but the educator's viewpoint
must be more comprehensive than
any one of these. He must see more
Ihan mechanical skill; more than ad-
vanced wages; more than artistic

reciation in things mechanical;
I re than psychological opportunity;

re than mere utility.

'he industrial arts course is pri-
] .ily a means of salvation for our
] ' and girl. It offers a new means
i developing our boy into a man;
i girl into a woman. The concern
i educators is not the problem of

iking a living," but th^ problem
i "making a life worth living."
f -,^ «« a possibility in this extreme-

ly progressive and practical age to
overwork the work utility. Grant
there is satisfaction in the conscious-
ness that what you teach is practi-
cal; that your pupils can go out and
build a shed ,or run an engine or
build a brick chimney, yet if such
skill is obtained at the sacrifice of a
taste for the political, the sociologi-
cal, moral and religious, then that
satisfaction is tempered with failure
so far as the real education of these
pupils is concerned. If the state ed-
ucates the young people, the state
has a right to demand a culture that
will make them public servants. The
business. of the educator is to stimu-
late and unfold all of the dormant
powers of the pupil and educate him
until he becomes an all-round man;
a man with memory, imagination,
judgment, reasoning power; a man
with social instincts, with political
interests, with esthetic and artistic
tastes, with moral and religious con-
victions and interests. A trained
mechanic who has no use for news-
papers, magazines, libraries, lectures,
fireside association with wife and
. children,' and neighborhood life in
general is not an educated man.

Industrial arts in our public schools
must never be made an end in them"-
selves. The object and aim in the
shop qiust remain the same as in
history or literature, or Latin or sci-
ence— broad-minded, scholarly, altru-
istic, ambitious lives worth living.
There is real culture of this type in
the carpenter shop and in the forge
room, but any course that makes
these a substitute for poetry, music,
language, history and public speak-
ing misses the mark. Iiet every
school have a modern, well-equipped
shop, with the best of tools and ma-
chines; but never at the expense of
a well-equipped historical reference
library; or a library of the world's
best literature. Put the best trained
man in the state at the head of the
Industrial arts department, but at
the same time put a Van Dyke at the
head of the department of literature.

Our public schools and high schools
can not be held responsible for the
technical training of our youth in the

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OaiCOON TBAOHBRS MOHTHI<T

arts and industries only so far as the
teaching of these subjecto may serve
the educator in gaining and main-,
taining the boys's or "girl's interest
in his own developmei&t and educa-
tion. The time allotted to industrial
work in our high schools is too lim-
ited to make good mechanics. The
average high school graduate can
not possibly be prepared to compete
with skilled carpenters and mechan-
ics. Such training is rather the pro-
vince of trades schools.

So far as the old fashion trades
are concerned, the machine has quite
eliminated the skilled workman any-
way. In the Pullman shops there
are single machines, run by one man,
that do the work formerly done by
hundreds of men. The simple care
»nd operation of these machines can
be learned by a green hand in three
or four days. One single riveting
machine fed by a boy or girl does the
work formerly done by one hundred
men. One-tenth of the world's work-
ing men equipped with modern ma-
chinery, could do all the work of the
world. It goes without saying that
mechanical efficiency of the type
that does the world's work, is quite
outside the province of the public or
high school.

The future of the industrial move-
ment in our public and high schools
depends upon its effectualness, di-
rectly or indirectly, as a cultural sal-
vation; as a means of intellectual In-
terests and enthusiasms, rather than
upon any assurance of turning out
trained, efficient workmen. It serves
a good purpose in satisfying the na-
tural longing of the boy for hand ac-
tivity. It gives opportunity for the
"hand-minded" boy to discover him-
self. It keeps many a boy from drop-
ping out of our school system and al-
lowing his intellectual, his esthetic,
his artistic, his moral faculties to hi-
bernate.— ^I. B. Sevy, Stanfield, Ore.

Industrial Educational Meeting.

The convention for the promotion
of industrial education was held at
Indianapolis, February 21 to 24, and
was attended by b. A. Grout, assist-
ant superintendent of the Portland
schools, as a delegate from Portland.
Mr. Grout makes the following brief
report of the convention:

Keynote of Meeting — The keynote
of the convention was to emphasise
to states and communities the fact

and warning that thei^ reconstmction
of the old educational plant should |
not be undertaken until there has |
been a careful and penetrative invea- j
tigation of the needs of the boys and {
girls, and of the community and the \
state, along vocational lines. A care-
ful and complete study of present day i
industri^es should be made to deter-
mine J list what sort of training is
^required. The recently completed i
survey for vocational education in
Indiana was the text of a majority |
of the speakers, altht^ugh many held |
lightly to the text Prominent repre-
sjjntatives of labor, capital, and edu-
cation were on the program.

The Triangle — ^It early developed
that each of these forces held tena-
ciously to its own angle and that the
harmonizing of these is a neeeasary
preliminary to any successful scheme
of industrial education. Even should
a plan meet their approval, popular
endorsement is still to be won, a fact
which no speaker seemed to take in-
to account.

Labor — ^Representatives of labor
■insisted that the present onltural stu-
dies be not reduced and that, what
they termed a "reconstructed appren-
ticeship" system be established. In
this reconstructed apprenticeship
they ask that the whole of a trade
be taught and not just a specialised
part of it. They object to intellects
being made stolid in the monotonous
piece-work of large scale industry.*

Capital — ^The representatlTes . of
capital who addressed the oonven-
tion were some of those who recently
made, with the approval of local la-
bor unions, trade and industrial
agreements with the schools of In-
dianapolis. They approved and com-
mended these agreements. By these
agreements pupils spend two days
per week in trade or industry, work-
ing under actual business condiUona |
They do not play at the occupation
but actually work at it and they must
accomplish satisfactory results, c- be
discontinued. Upon their retur_ to
school, studies related to these € «-
pations are taken up.

Education — ^The educators »&-
tended that there was a much hir er
goal than just industrial effide 7»
however desirable that may be. 1 ey
held that boys and girls are ill
American citizens, human units,
not primarily industrial or mllit
units. They said that neithr- '*—

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ey
ill

H

>IIB601f THAOHKBfl MOITTHIiY

681

d to be ideal-
g. For these
that the state
preme party to
DEiust have par-
onomic and in-
te people of a
wuvriOf Auu buo wvijiaxe Oi tho chlXd
and then the welfare of the man or
woman that It has directed toward
industry. While not entirely satis-
fied with the Indianapolis agfe^
ments, they were accepted as a for-
ward step in industrial education.

The Smith-Hughes Law — For the
ten years of its existence the Society
for the Promotion of Industrial Edu-
cation, worked for the passage of a
law of this kind. Some members
thought there was no further need
of the society. It was decided, how-
eTer, to continue it, that it might be
a directive force and an open forum
for the benefit of industrial educa-
. tion. The Smith-Hughes law makes
continuing appropriations for voca-
tional education, the first year $1,-
700,000, and increasing each year
unUl }924 when 17,200,000 will be
available. These amounts will be
distributed to state boards by a fed-
eral board.. The Portland schools are,
no doubt, entitled to and ^will receive
fair consideration in the distribution
of the funds in this state.

High 8<diooI Agrlcalture.

A brief survey of the high schools
of Oregon will reveal the fact that a
full four year course in agriculture is
offered by only a very few and that
in most schools that make any at-
tempt to teach agriculture, the sub-
ject is merely skimmed over. When
^ we stop to consider that Oregon is
pre-eminently an agricultural state,
. and no doubt always will be, this con-
dition of affairs seems to be inexcus-
' able:

There appears to be some good rea-
sons why agricultural instruction in
e high schools of this state has not
en successful. The first of these,
the lack of a standard prescribed
arse that is in any sense ade9uate
the needs of farming communities,
ineral agriculture should not be
erated in any high school curricu-
n. What we need IS an agrlcul-
al course that deals separately
I thoroughly with each of the Im-
tant branches of agriculture, giv-
h "^'^minence to the branches that

are practical in the section where the
high school is located.

In high schools where agriculture
is now taught in this state, it is us-
ually left to the instructor to formu-
late his own course. As a result,
with every change of instructors
there is usually a change in the
course. Is it any wonder that no two
courses in the state are alike. There
can be no progress as long as this
condition exists.

Someone will say that because ag-
ricultural practice differs so widely
in different sections of Oregon, it
would be impossible to prescribe a
standard course in agriculture for
high schools throughout the state.
It is true that a single prescribed
course for the whole state could not
me made to fit in with the agricul-
ture in all the different sections. But
the sections of the state in which
different systems of agriculture pre-
vail are more or less clearly defined.
It would be difficult to 'formulate a
course for each section that would
meet the requirements of agricul-
tural practice in that section.

Again it might be argued, this
plan would create' such a variety of
agricultural courses in the state that
we would be no nearer *a standard
than we are at present. But there
are certain fundamental subjects in
agriculture that should be included
in any high school agricultural
course, so the different courses would
differ only in details that would'
adapt them to the section of the
state for which they were intended.
Some of these fundamental subjects
are farm management, soils, crop
production, animal husbandry, farm
buildings and farm sanitation, vege-
table gardening and poultry keeping.
A knowledge of these subjects will
make life on the farm more worth
living.

The educational department of our
state agricultural college, in co-oper-
ation with the agricultural depart-
ments of the college could prescribe
a standard bourse In agriculture for
the entire state. All the various
kinds of agriculture practiced in the
state are represented in these depart-
ments. The instructors in each of
these departments are thoroughly fa-
miliar with the agriculture in the
sections of the state where their line
of agriculture predominates. Anoth-
er thing that has discouraged high

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OiUBGOlf TBAOHKRfl MOMTBI^T

school agriculture in this state Is the
fact that when a student whp has
done agricultural work in high school
takes an agricultural course in onr
state college, he is required to dupli-
cate much of his high school work.
This is true not only of agriculture
but of manual training subjects as
well.

Much of our high school agricul-
ture has been of such character that
college credit could not well be given
for it. But standardization would
improve the work to a point where
it would be equal to much of the
work of a similar nature that is given
in college during the freshman and
sophomore years. A high school
semester credit in agriculture given
on the basis of five periods per week
often represents more and better
work than a two credit college course
in the same subject given on the
basis of two hours work per week.

With the high school work stand-
ardized it would. not be difficult for
some authority from our agricuUnral
college to inspect the schools in the

various districts and determine ex-
actly how much of the work was of
such nature that it could be credited
in college. And the same thing onght
to be done with high school manual
training.

Another handicap to high school
agriculture in the past has been the
lack of good text books. Teachers
have been forced to depend upon lee-
ture methods or upon text books on
general agriculture that are worse
than useless. We do not attempt te
teach other subjects in high school
without good text books. But we
have no authorized test books on ag-
riculture for high school use in this
state that are worthy to be called
text books.

There are many good agricultural
books published today that deal thor-
oughly with one subject and are es-
pecially written for nae for hl^
school text books. The selection of
these would not be difficult, bat it is
a part of the problem of standardi-
sation.— Virgil Fendall, PendleUm,
Oregon.

The State SdiMb

Oregon Notmal SdiooL

The building committee of /the
board, Supt. J. A. Churchill, Miss
Cornelia Marvin, Mr. H. G. Stark-
weather and Mr. C. L. Starr, met in
Monmouth April 16 and approved the
plan of Mr. Bennes for the addition
to the main normal school building
provided by the last legislature. This
addition, to be completed during the
summer, will increase the capacity of
the assembly room to nearly 1000.
provide two additional class rooms
and more extensive locker facilities
for the women students. These im-
provements will materially advance
the efficiency of the normal school.

••Some Things Gleaned from Print"
was the interesting title of a most
helpful talk given by Miss Parrott in
chapel April 13. Some of the finest
thoughts of the world's philosophers,
from Epictetus to Elbert Hubbard,
were included in this splendidly
worked out talk. The senior class
was represented during the month by
Miss Wolfer on "Success in Choosing
One's Ldfe Work"; Miss Ellsworth on

"The Boy and HU Oaag"; Miss Es-
ther Anderson on "We Are Only Hu-
man After All"; and Miss Anna
Kleinwachter on "Supervised Play."

An enthusiastic chapter of the Na-
tional Honor Guard was organised
among the Normal students, with
Ella Dixon as leader. The membei^
ship of nearly 200 was divided ints
classses studying First Aid, automo-
bilis management and agricnltnial
pursuits.

Because of the state of war and ^
the fact that a good many of the
Normal school boys have enlisted«
the student body voted not to hold
the annual May Day celebration, in-
stead of this, special exercises i. ne
held on Patriot's Day with a patri \t
program of music, readings and ] i-
tomlmes. Attorney General Ge ^
M. Brown of Salem gave one of le
strongest addresses that has sr
been heard «in the chapel. Esp€ il
mention should also be given to le
number, "The Growth of Demc i^
cy." given by the girls' Natf si
Honor Guard, which traoed **^ * it

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OBJBDGOir THAOHKRfl MOHTHIiT

6tt

intereBtins and instructire waj the
four great epochs in the derelopment
6t American democracy.

Supt. Churchill spoke to the stu-
dent body April 20, taking for his
subject "The By-product in Bduca-
tion," and discussing the numerous
Incidental ways in which a teacher's
influence may make Itself felt in the
education of boirs and girls. He men-
tioned the many present-day changes
in educational methods and the dis-
tribution of students in high school
courses, but showed that it Is not the
subjects studied that are in the end
mofit important, but rather the by-
products in the form of character,
patriotism, life's ideals and the abil-
ity to accomplish a useful piece of
the world's werk.

The Summer School Bulletin has
been published and will be sent to
any one interested. The session be-
gins June IS, and arrangements will
be made by which teachers so de-
siring will hare an opportunity to
Tisit the N. E. A. during its session.
Miss Butler, Miss Hoham. Miss Ken-
non and Miss Dlnlus of the regular
faculty win spend the summer else-
where, and among those who will
take their places are Miss Nell Sulli-
Tan, director of music in the Eugone
schools, Mrs. Jean McCracken of
Portland, and Mr. W. H. Burton, who
returns from a year at Columbia to
become a member of the faculty.

Miss Mcintosh represented the fac-
ulty April 27 by having her eighth
grade girls present Kate Douglas
Wiggin's "The Old Peabody Pew."
This was extremely well done and
was especially Interesting after Miss
Mcintosh's explanation that the pre-
paration for it had all been done as
a part of the regular reading work.
The program, for commencement
week is as follows: Saturday, June
f. President's breakfast; Junior
prom. Sunday, June 10, Baccalaure-
'-^ sermon to be preached by Rev.
V. Poling, of Dallas. Monday,
ae 11, Faculty reception; class
7. Tuesday, June 12, Last chapel
' class day; alumni picnic; alumni
quet. Wednesday, June 18, Com-
acement. The commencement ad-
iss Is to be given by Prof. Norman
eman, of Reed College. It may
interesting for graduates of the
)ol to know that special reunions
he classes of *72, '77, '82. S», '22,
■"" '07, and '12 will be held. All

graduates, however, are cordially in-
vited to come back and help make
this commencement week one of the
best in the school's history.

University of Oregon.

War conditions at the University
of Oregon have resulted in the post-
ponement of the Oregon historical
pageant which was to have been
given on Klncaid field as a feature
of commencement week. The deci-
sion to give up the pageant for this
year was made by President Camp-
bell after a thorough study and dis-
cussion of the situation caused by
the participation of « great body of
university ^en and women in vari-
ous activities connected with military
affairs. In place of the pageant Pro-
fessor Reddle will prod^ce " A Mid-
summer Night's Dream." This bright
little comedy qf Shakespeare's will
require only a fraction of the im-
mense cast which would be needed
for the pageant and, altogether, will
be a much less ambitious and taxing
affair. Prof. Reddle has begun the
work of preparing for this production
and nothing will be left undone to
make the play successful from an
^artistic standpoint

For the convenience of Portland
teachers who can not leave the city
this summer on account of the Na-
tional Education Association meet-
ing there, courses for university
credit in at least four departments
will be offered by the Portland cen-
ter of the extension division of the
university at the Portland Central
Library during the time that the reg-
ular summer school is in session at
Eugene. A uniform fee of $10 paid
by each person enrolled as at the reg-
ular summer school, will cover the
registration cost, and this entrance
fee will be payable at 451 Courthouse
office of the University of Oregon on
on any of the following registration
days: May 19, 26, 31, and June 9,
IS, 16, and 18. Arrangements for
instruction will depend to a large
extent on the number of registrations
and those registering first will re-
ceive first consideration if it should
become necessary to limit the num-
ber of students in any course. En-
trance requirements are the same as
for admission to the summer school
at Eugene except that registration
in the Portland department will be
limited to Portland residents whose

Digitized by VjOOQI^

e34

ORBGOlf TBACHKRfl MOIITHI<T

duplies keep theBi In the city. Six
semester hours credit may be earned
in these classes. Special faculty rul-
ing puts teachers taking this sum-
mer work on the same basis with
those in resident summer schodl.
There will be a general assembly on
Friday evenings throughout the en-
^ tire session, to which the general
public will be invited. Probable
speakers at these meetings are O.
Stanley Hall, president of Clark Uni-
versity; Henry Churchill King, presi-
dent of Oberlin College; Norman F.
Coleman, professor of English in
Reed College; George Rebec, resident
director of the Portland summer ex-
tension classes. The following are
the courses to be offered f Philoso-
phy, Psychology, English, Education,
History, Recent American History.

The Uiiiversity Summer School
bulletin is now ready for distribution
and fifty-five hundred copies are to
be mailed over the state. The open-
ing pages are devoted to general in-
formation— date of opening and clos-
ing, purpose of the session, its bene-
fits for different classes of people, all
new requirements, terms of admis-
sion, information for those wishing
to communicate with the heads of«
the school, a list of required fees,
credits given, residence afnd regis-
tration requirements, information as
to available room and board and a
general description of the advantages
of Eugene and the university as
places of summer residence and
work. An important feature is the
plan for reduced railroad rates, one
and one-third fares on the certificate
plan have been granted the univer-
sity from June 1 to August 5. These
rates are good for all campus events
coming between the two dates, in-
cluding commencement exercises on
May 31 to June 4, summer school
June 18 to August 3, and any con-
vention which may be announced.

Have you a specimen of a flower
which you want classified as to spe-
cies or variety? The University of
Oregon botany department will be
glad to perform such service gratis.
Many persons already are taking ad-
vantage of the offer of A. R. Sweet-
ser, professor of botany, who wel-
comes the opportunity to receive
specimens of uncommon varieties and
learn their habitat. Queries come
♦'^ the department continually con-
••ng plant life. It is the work of

the instructors to receive, identify,
classify and make a report ct the
samples accompanying the lett^s.
Many simply send a leaf ot a petal
and it is impossible for the depart-
ment to tell the classification unless
the stalk or the entire flower is in-
cluded.

The following is an outline of Red
Cross work to be given by Miss Lulu
Geil at the summer school: (1)
First Aid Materials — Bandages, com-
presses, splints, tomiqnetfl, heat, '
cold, stiumlants, emetics; demon-
strations as to uses of materials. (2)
Injuries in which the -skin is not
pierced or broken — Bruises, strains.
sprains, and fractures; demonstra-
tion of first aid treatment (3) In-
juries in which the skin is pierced or
broken — ^Varieties of wonnda; first
aid treatment. (4) Practical Points
on Home Nursing — Demonstration in
bed making. (6) General considera-
tions of the care of the sick in their
own homes. (6) General Care of
Patients — Demonstration of bed
baths.

Oregon Agricnltiina OollegeL

When summer school opens i^ the
O. A. C, June 11, it is expected that
the enrollment ^wiU be even larger
than last year. Letters are received
daily in the registrar's office from all
parts of the Northwest and from Cal-
ifornia, indicating that a large num-
ber are planning to attend. The fac-
ility will include promUient educat-
ors from various parts of the United
States, among them being R. X Aley,
of the University of Maine and presi-
dent of the Educational Association,
who will lecture July 2; Mra. H. W.
Calvin, former dean of the school of i
home economics at O. A. C, and now
a member of the United States Bu-
reau of Education; Mrs. Max West,
of the Childrens' Bureau in the de-
partment of labor, and Miss Bdith
Parrott, state agent of home ecr — -
mics in South Carolina. Three
pervisors of the Portland schools 1
also visit the college during the - ;
sion, addressing the students. 1 r
are Miss Lillian Tingle, prindpa I
the girls' polytechnic school; L
Summers, supervisor of mannal ti
ing; and Miss l^dna Groves, '-
visor of domestic science*

At a recent convocation In r

of the 200 students who left to < r
the reserve^o^ij^r^t^^gi^-- t

OBJBDGOlf TBAOHBR8 MONTHLY

68S

»8ident Kerr dellv-
ea ine lareweii address with an ear-
nestness that hnpressed the students
as perhaps they had never been Im*
pressed before. He said: "When
you arrive at your destination, study
the situation, absorb the spirit of
this conflict, and whatever comes,
you men, do your duty/ not only as
officers but as men. We have no
doubt as to your valor, nor do we
question your integrity, but you will
be confronted with temptations to
which you have not been subjected;
you will be placed in trying positions.
And when the critical moment comes,
with a silent prayer to God, be true
to yourself-, true to your parents, true
to your college, true to your nation,
and true to your God." The presi-
dent concluded his address by stating
that, contrary to rumor, the college
would open as scheduled next Sep-
tember, and that instead of a de-
crease, in enrollment, there should
be a large increase. "Right now, if
'ever, are trained. agriculturists, en-
gineers, and indeed, trained men of
every profession in demand, and the
longer this war lasts the greater will
be the demand. For that reason the
attendance next fall should reach
three thousand."

The entire senior year class in log-
ging engineering at O. A. C. reported
at the armory en masse and offered
their services to the government with
in 15 minutes' after the notice of the
opening of the training caiiSp at the
Presidio. This class of 13 men is
the only senior class in logging en^-
gineering in the world. Since the
enlistment the hien have specialized
in military engineering, military
work having been substituted for the
regular classes in logging engineer-
ing. They will endeavor to get into
the engineering corps. The members
of the class are: G. R. Hazeltine, L.
R. Woods, G. A. Fertig, E. M. Paul-
8€ i, W. J. Wakeman, W. J. O'Neil,
J. A. Grawford, H. P. Thomas, G. G.
Ji loby, H. O. Patton, T. G. Van Grs-
d< ., Olaf Jonasen and G. J. Budelier.
t the ten members of the senior
cl ,s in farm crops, nine have with-
di wn from college to enter into ag-
ri iltural work. J. D. McKay, R. J.
"^ mer, W. A. Bailey and T. D. Gase
hi e become assistant county agents
ix 'arious parts of the state. Harrl-
S4 Fisher has a position with the
C '-♦*-^ii Milk Gompany of Forest

Grove and R. M. Pavey with the Wil-
liam Hanley Gompany of Bums. V.
M. Haywood is employed on a stock
ranch in Wyoming and Arthur Fer-
guson is now manager of a wheat
farm in Gilliam county, W. W. John-
son is doing* investigational work in
irrigation in Harney county.

Statistics recently compiled on the
alumni association by one of their
number show that there are 1970
graduates in the association. Gf this
number 1305 are men and 665 are
womeii. Glassified according to oc-
cupation they are: Agriculturists,
327; engineering (civil, mining, elec-
trical, etc.), 194; professional (doc-
tors, lawyers, etc.), 157; housewives,
280; Industrial (those owning their
business), 641; teachers, 333; mer-
chants (those owning their business),
31; army (before the present situa-
tion), 12; government (forestry,
etc.), 54; general (unclassified, or
those living at home or doing gradu-
ate work), 200;. unknown ( present
address unknown), 66; deceased, 87.
Glassified as to location they are:
Those connected with O. A. G. as in-
structors or doing graduate work,
59; residents of Gorvallis not in the
above, 149; graduates living in Port-
land, 245; others living in Oregon,
673; graduates living in Galifomia,
136; in Washington, 122; in Idaho,
43;; in Montana, 20; in Nevada, 16;
in New York, 35; in Illinois, 18; in
Arizona, 14; in Wisconsin, 12; in
Washington, D. G., 11; in Ohio, 10;
scattered over other s£ates, 94; in
outlying possessions, 25; in foreign
countries, 18. Number of states in
which graduates are located, 39.

Mrs. Ruby Shearer Brennaa.

Mrs. Brennan will hold her third
session of Primary Methods School,
beginning June 25, and ending July
6 — full two weeks immediately pre-
ceding the National Education Asso-
ciation. Mrs. Brennan is so well
known throughout the state that she
needs no further recommendation.
She has done institute work in almost
every county in the state. A course
in her school will certainly lead to a
better position at higher salary. If
you are planning to attend, write to
her today at 460 B. Bumside street,
Portland, Oregon. gtizedbyCjOOgle

686

ORBGOH TBACHS2RS MOl

No Land Like

▼oi

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^jlJ J Jl^' itJ J|J J J

1. Wherethe rest -less i^ - cif - ic beats ev - er

2. When the peo - pies of Bast call this "Set - ting-son

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I place, Where the sun has just sUrt • ed to rise..

Digitized by VjOOQ IC

_J

\ON THA<

MOHTHIiT

fS7

Like Oiregon. Cdnduded.

lerds. Are tbe henkls of e - m to come. That's the
wr'n* We've no cas- ties made £i-mous in song. But if

J J jif' j.lj J 'if f rir""ifi

mdxous and dear, It*s the land that we love to call ''Home.**-
11 find that oar land, Is the land where you feel yon be • long. —

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con. delibt rato,

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«-gOtt, The land of the Western sea;

^. tlr 1^' 'trBS3r»-f-4^

r where yon may roam, Yonr heart still clings to Oregon, Because it's home, home, home.

638

OBBGOBr TBAOHSBS HOMTHIiT

THE BATTLEpCRY OP FREEDONL

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1. Yes, weUl , ral - Ty *rouiid- the tMg, boys, weMl ral - ly once a - gain.

2. We' are ' spriog-iDg to the call of our Broth - ers gone be - fore.

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fihoQt-lng the bat • tie • cry of Free • dom; We wtll - nl • ly from the hill - aide, we'll
Shoat-ing the bat - tie • cry of Free - dom; And we'll All the -re - cant ranks with m

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The Un • ion for - ev - er, Har-reh ! boySjHurrah I Down with the traitor, Up with the aUr ;

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na-ly-ronnd the flag, bOTHBal-Iyonoe a-gaio, ffliottt-lnK tli«tat-tto>«ij of Vtai-do'

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Digitized by

OREGON'S SCHOOL

tor

OREGON'S TEACHERS
Oregon Normal School

Monmouth', Oregon

PURPOSE:- .

The training of teachers for professional work.

FACULTY:—

Every member professionally trained.

DEPARTMEATS:—

For fitting elementary teachers for city and
mral schools.

COURSES:—

Professional, Supervisors, Rural, Primary.

ENTRANCE REQUIREMENTS:—

Beginning with September 1, 1917, the mini-
mum requirements for entrance to the Oregon
Normal' School shall be the completion of the
fourth year of a standard four-year high school,
or the equivalent

GRADUATION:—

Completion of Elementary or Standard Courses
leads to State Certificate without examination.

TERMS BEGIN:—

Summer, June 18; Regular, September 10.

INFORMATION:—

For further information write to the Registrar.

-ylilzbU

ut Cookie »

64«

OBBGOH TBJL(

MOirrHI.T

THE STAR SPANGLED BANNER

I. Oh, WKftC»nyvm lee, bjrtlM dswa'teaily I|g|it ^^wt M prdodljr v«]

3. OatKeahoradim-ly Men thro' th* misU of tii* doep» IRHMnttt foe^Mi ' '

3. And where it that band who to Tttuitingly twore, That ^ hair* oc

4. Oh, thus be it er-arwhca freeman ihaU tland Bo-tweaathair leivtd'

4. Oh, thus be it er-arwhca freeman ihaU aland Ba-tweaathair leivtd'naaBeaBdwU'i

III [[[fjTriifrfip r^^ir[Pifpfi

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«iriitilan»6inPlbepafiloatMit» O^ar Ibeianoafliwn'

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twUight't lait ffeaatinftWhoaabtoad ttripctaadi
si • lence fa-poa-et,'What it thati " * '

bat • tle'tcon>ia-aion,A . . home and a countrjrdioald leave uanomon? ^

vat's det.o-latlon} Bleat with Tict*iy and peace, may the heaT'n>tracafd land Pfcaiaalhn poailifliAhA

petandbririit8tan»6inPlbepafiloaa%bU O^ar lbenn|Hfliwt
which the breeie, o'er thntowcr4BfalMX As it Bt'h^^
■nd a countrrdioald leave uano more? TlMirhloodhaswash'd

H'[-^,jifr[['ri''if iiif.rpi iii| tfi

*" Iklklllll^lkailll'

j^.rj-ijfi,ii^y^^filllil ^lilMil li

watcVd, were so gaUant-W atfeamiiig? And fha locketsP red gbM, tta bomba bontlBg in air, Gme .
blows, half conceals, half dis* doa- es ? Now it catches the cleam of 0ie nuxda^ lsatbeam.lnlall*
out their foul footsteps' pdUlii-tion. No . le-fuga could save ^e hircttncandaiawiaFkoaiffai
made and prescnr'd us a nation I Then conquer wa must, when our canaa it is Jnstv And

'"rrr'f^'iiVi^^^nf^^"^ mrn;

proof thro' the night that our flag waa atill there, dm,. . taf , doaa that ataf^npan-|^

proof thro' the night that our flag waa atQl there. Oh,.", tay, doaa that atai^^Mn-f^

gio -17 re • fleet - ed, now shines on the stream 1 Tis the atar-span-g^ ban-neri oh,'

ter - ror of flight or the gloom of thegmve: And the atar-ipan • glad ban oner in

this be our mot- to: «< In God is our trust I" And <ha atar-apan-|M ban-ncr in

yet r^
^loqg may it >, wa^e

tri -.nnmh ahall . wave'

DiyilLLUU^C^QQgle

HBR8 MONTHIiT

Pans — One Brush

Standard"
Colors

red in our own
it our factory,
sld, Mass.

:ity of dye material,
FILL ALL ORDERS
OMPTLY.

917 tww ready,
your copy.

LADLEY CO.

I Francisco, California.

OOL SUPPLIES

Digitized by LjOOQIC

642

OUtGOir TBAC

AMERICA THE. BEAUTIFUL

Music by
• Words by Will C. Macparlane

Katharine Leb Bates Municipal Organist, Portland, Maine

I. O beau-ti-ful for spa<iou8 skles,For am -ber waves of grain, > >

I. O beau - ti - ful for spa<iou8 skies,! v. «»» - .^. iw.t«i v» ^.^u^

1.0 beau -ti- ful for pil -grim feet,Whosestero,im-pa»«ion*d stress

3. O beau- ti--ful for ne-roes proved, In lib - er • at- ing strife,

4.0 beau -ti- ful for pa-triot dream That sees be -yond the years

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For pur - pie mountain majesties A- bclte the fruited plain t A- mer • i - ca I A -

• A thor-ouehf are for f reeaom beat A-cross the wikier-ness ! A- met • i • ca I A •

Who more than self their country loved. And mercy more than life 1 Amer - 1 • ca I A -

Thine al • a- bas-ter cit- ies gleam Undimm'd by human tears 1 A- mer - i - ca I A •

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God shed His grace on thee,And crown thy eood with brotherhood.From
mer-i - cat God mend thine ev'ry flaw, Con-firm tny soul in self-cootroi,Thy
mer-i - ca ! May God thy gold re -fine, Till all success be no- ble-ness^Aiia
mer-i • ca IGod shed His grace on thee,And^own thy good with brotheiiiood,Froin

sea to shining sea!
lib • er-ty in law I
cv- 'rygaindi-vinel
sea to shining seal

A-mer-i-cal A-mer-i-calGodshedHisgraceontiieel

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* By penaiMioD of the author.

Copyright, 191s, by Will C. Magtaklaii*

Digitized by VjOOQ IC

iBBGOir TBAOHBRS MONTHI^T 648

Vri. JL AV«.VJ1^A V'

^n a Trip East

▼lA

California

iosts Little More

RAL STOP-OVERS ALLOWED

^rmatlon, free booklets, etc., by calling on
local agent or addressing

iCOTT. General Passengrer Affent, PortlMid

£RN PACIFIC LINES

■■#^

lodbiyGoQgk

«44

ORBGOM TBAcniaui Moinrai.T

BataelHynmlofiJkheiR^pi^^

Julia Ward riowa-V

4- — Is— js

=*

1. Mine eyea'have seen the glo-ry "of i the ooniiui;' of the Lord ; He is

2. ' I "^ have, seen Him iu the watch-fire^jof a hundred etreUijraapijThey have

3. ' Uehassonnded forth the trampet that shall never call re-tieat; He is

4. ' Inthebeaa-tj ofjLihe llHes Christ was born a-cross the sea With, a

tramp-ing out ^ the vin-tage where the grapes of wrath are stored ; He hath

baild«edHini anf al-tar'ini.the ;ev' f-ningdewsanddamps;! have

\8ift-Hng oat [the hearts of men be- fore^ his judgment seat: Oy%be

glo'-I iVi.in f His bo- - som that trans-fig -nresyou and^me; .4 As f He'

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loosed theliEitefhl lightning of his terri - ble qiiek iw*rd:Hi8 truth is marching on
^' read his ngbteons Nitnie by the dim and flaring UBipi:His day is marching on.^
' s^HfV iny soul, to answer Him ! be j ubi-lant, my feet: Our God is marching oo/
'died to make men holy,let us dijb to make men free .While God is marching od!

An5

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Glo^^iyi 00-ry, hal-le£lu - jah! ? GIo - ry, glo-r^, hal-le- lu-jah!

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Glo ^- ry, glo - ry7 hal «- le - lu - jah! His truth is marching 'on.

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Digitized by VjOOQ IC

BAOHBRS MONTHI^T 646

KJ UXIXX

ner Home

Much of the joy of a^ yacation is lost because of the inconyenience of
camp life. Our Portable House makes the summer yacation a rest
period instead of one of drudgery. This house may be easily transported
to your camping place, readily erected and will glye you a real home
while there. At the close of your yacation you can leaye the house for
next year, or if by any chance you desire to change your location, you
can take the housQ down, haye it moyed to a new place and set up at
a nominal cost. This house is manufactured from dressed lumber, is
neat in appearance and has the endorsement of the goyemment for
erection in the Forest Reserye Cottage Camps. It is Just the thing for
those who spend their summers in the mountains or by the seashore for
it giyes you a real summer residence where you can enjoy home
comforts. These houses are manufactured in two sixes, namely, 10 feet
by 20 feet, or 12 feet by 24 feet, and may be diyided into either two or
three rooms. Write for full particulars and prices.

SAM CONNELL LUMBER CO.

354 Ankeny Street, Portland, Oregon.

Manufacturers of the famous LEWIS-BUILT Ready Cut houses and
dealers in lumber and mill work.

•■• • »•• •[^^iTf^hyCgW>ngU^»^>

646

OBBOOir TmJLQBmBB HOHTHI^r

MARCH OF THE BflEN OF HARU3CEL

A« ^

1 - 1 1

.

b6^ J- J J . ,M.! j ^' J 1 3 g j ^ 1 J J -7=^

t. Hen of Har-lecbtln the bol-knr. Do je twu'. like rarfi-iiw ba-kM^
>. Rock - y iititeiw «nd ptss-cs oar -mw Flash mh (pear and eight of ar-imr.

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Wave on wave thai surg < ing *fo1 - low Bat-tle'a dis - taot sonnd? *Tis tbe tramp of
Wbownuld think of death or tior-row? Death is glo - ry now! Burl the reel • tog

3az-oi] foe-men,.Sax-on spearmen. Saz-on bow-men; Be they knights, or
borsf'men o - ver, Let tbe earth dead foe •men cov - erl Fate of frieud, of

binds,or yeomen/Hijey shall bite tlie ground ! Loose the folds a-^ftno - der. Flag foe con-oner
wife, of lov-er. Trembles on a olowt Strands of life arerlv-«a. Blow for blow is

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en.

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The plac - id sky,now bright on high,ShaU Uandi its bolts in
In dead -ly lock, or bat- tie shock, And mer - cy shrieks to

W'^^r^^

thim-dcr! On -ward! 'tis our coun - try needs ns; He is brav-cat,
beav en! B^en of Har - lech! young or hoar • y. Would you win a

be who leads ns! Honor's self now proud-ly heads ml FKe-dom! God, and S%)htl
name in sto - ry? Strike for home, for life, for glo - ryl Frte-doml Ood, and R^g^

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OIUBOOlf TBAGH1DR8 MOBTTHIiT 647

1 HOUSANDS will at-
tend the National Edu-
cation Association conven-
tion at Portland, July 7 to
14, this year. You, of
course, will.

b OR THE BENEFIT of the many who
'' do not know the way to the resorts and
beauty spots of our Pacific Northwest the
UNION PACIFIC SYSTEM has published
a comprehensive and artistic guide. It is
FREE. Send us your name and the ad-
. dresses of Eastern friends who may attend.
We want all such to have a copy and are
sure it will be appreciated.

Wm. McMURRAT,

General Passenger Agent

Portland.

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OBBGOlf TBAGHBRS MOBTTHI^T

e49

I

oat ito beauty. No one thinks of such poems ^"^ DancinK. w.co. Twas

as "Drink to Me Only." *' Believe Me If All Those Endearing Young Charms." "Flow

Gently Sweet Afton" and "Home Sweet Home" without associating them with music.

Dancing is the Poetry of Motion, measured by Music's Rhythm.

In all modem festivals, pageants and community gatherings we make use of the Folk
Sodg and the Folk Dance, because they are the oldest forms of human expression, and
represent successive sUges in the growth of poetry, history and nationality.

The Victor and Victor Records

are now used universally to furnisb- the Music for Drills. Exercises, Field Days, Plays.
Festivals and Pageants in the School and on the Playground.
Many schools are using the following recerds:

Band Accampanimmnta to Ammrican PatrioHe Songa
AoBArica (Samuel F. Smith-Henry Carey)

Victor MiUUrFBuMl

17880

10 in. 75c

17881 .

in in 7<<*

Tlie Red, White and BhM (David T.^Shawr

TIm StMT SpMftgM

Samuel Arnold)

Victor I

(Frances Scott Key-

. Victor MmI

Goo^k

Digitized by

650

ORBSOOIf ■nBAGHIIRS IM

s^

HOLY. HOLY. HQl

^

i

ly, ho • IT, Lon

ly, bo . lyl aU

I. Ho - ly,
ft Ho . ly,
a Ho • ly.

bo
bo
bo

bo
1^

>7l

i^-=f i f\r'^

1 — r

^

yj i\n ii\

get

Ear

In

the

. log our ■»
Cut • ing • doim their gold - ea erowoA a - loi
Tbo* the eye of ihi • fol man Thy ^1

rtHr— ^

All Thy work* ihall pnin Thj. bum la
Thou vbo vwt, kod art, kad

Id ' &, • nlM I, pow'r, la

^

AMERICA.

it

1. My ooun-lryl 'tiB of th«e, Sweet Und of llb-er-t;

2. My na - tlve ooun - try, thee, Land of the no - ble, ft
8. Let mu - elc swell the breeze. And ring from all the tP
4. Our fathers' (JodI to Thee, Au-thor of lib • er- t

la-tliprB aiea, Lana or ine piignm8'pnae,rToraeY - tt
•■■-*» and rills, Thy woods and templed hills; My heart with
g"ViRw ft wake ; Let all thai breathe paruke : Let rocM their
Ifeod bebrlgbtWlthfreedom'sholy light; Pro- teot oe

1 — '9

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OIUBOOlf TBAOHBR8 MONTHI.T 651

Portland, Oregon
H9UGHTON BiUfFLiIK €H>MPANY, Boflton, New York, Chicago

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OIUDOON .nOiAOBBRS HONTHLT

058

»•••#»•••♦• •♦• ••#•••••• •*♦ •»•#♦♦•#♦•#••#•••#♦♦••♦# •'♦'•^

Summer Session 1917

JUNE 11 to JULY 28

Oregon Agricultural College

COURSES OF INSTRUCTION

1. Couraea for Teachers.

2. Courses for College Entrance and Collesre Credit.
8. Boys and Girls Short Courses.

4. Preparation for Teachers Examinations.
6. Vocal and Instrumental Music.

SPECIAL INSTBU0T0B8

1. Home Economics — ^Miss Alice RavenhiU, London, England; Mrs. liary

Schenck Woolman, Boston.

2. Manual Tralnlnir — ^Mr. Oeo. Fred Buxton, Stout Institute.

8. Additional Specialists — ^Will be announced in bulletin and subsequent
advertisements.

REOULAB OOLLEOE FAOULTT

Instructors from the rearular staff include specialists in Home Bconom- ( •

ics. Manual Trainingr. Commerce, Acrriculture, Art, Biology, Chemistry, n

Physics, Education, Economics, Political Science, Psychology, etc. In all, "
about one hundred courses will be offered.

CUT OUT AND MAIL COUPON BELOW ^

E. D. BBSSLEBk Direetor

O. A^-O. Sumner Sehool,
Oorrsllis, Oregon.
Ptosse tend oopy of 1017 Sonuntr School BnllotiB to my sddroM.

^■•■••••■•■•^••■•••••••••» •'•••••••'

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ORBGON TBAOHBRS IfOlTTHIiY 655

1^ i Digitized by VjOOQ IC

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r

ORBGOlf TBACHBRS lfONTHI«T 067

iJnglish Classics

You will need school editions of the various English. Classics for
your high school classes and for supplementary reading in the
grammar grades this fall. The Pocket Classics Series Is by far the
most popular series of English classics. The books are convenient in
form, firmly bound, attractive in appearance. The editing is excep-
tionally good. Over 150 volumes are included. Do you know that
Study Outlines based on the texts are being prepared? Thirteen are
now ready. The price is uniformly 25 cents — the lowest of any series.

THE MACMILLAH COMPANY,

619 Second Avenue, Seattle, Wash.
P. N. Plamondon. P. A. Knowlton.

^r*-^

The Horse Fair— Bonheur

PICTURE STUDIES

Including the one Ulustrated above and more than thirty
others recommended in the Oregon State Coarse of Study.

The picture studies appearing in this journal are reprints
of our publications.

They may be had for the following price : Fifteen cents per
dozen copies or One Dollar per 100 copies, assorted as desired
and i>ostpaid.

SEND FOR COMPLETE LIST, FREE

C AL PARKER ESTATE, Pablishers, TaylorvUle, IlL

►•♦• •♦♦•■♦»•♦•♦#♦■♦♦♦••♦♦<

\!3U0gl^

Digitized by

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LBGOir TBIACHBR8 MONTHLT

659

Jlding, Tenth and Wafihington, Portland

- A. P. Armstrong, Associate Prinoipals

>ol, the new school, the quality school

RATES FOR SPRING AND SUMMER

Inter at anv time. Indiyidoal instruction. Poiition when
;ate — it will pay. Call, telephone Main 618, or write.

BED SPLENDIDI.Y IN OFFICE POSITIONS

experience in meeting and dealing with different
n prepare for luch work in a short time.

tS OF OOMMEBOIAL BEANOHES

review course wcrth many times its cost. This
•anged by Mr. Armstrong, and is taught by him.
I business college work, late superintendent of
mty, he knows the needs of commercial teachers
them fully, as well as prepare for examinations
tc teach such branches.

II

J

Are the textbooks you are using providing i
esting well-graded reading matter with attn
think you will be interested in the

Young and Field Litera

Tou have undoubtedly heard of them and
giving. Write us concerning the new

Advanced Literary R<

Part I, 400 pages, 23 full-page po

Part II, 416 pages, 18 full-page po

For Junior High Schools and uppe:

and city grammar sch

The Fassett Beacon Syste

has won a remarkable success. At the outse
the very best literature, at the same time f
recognition. Liearn about the new

Beacon Introductory Second Reader.
160 pages, illustrated in color, 35 cents.

186

GINN St C07VYPKNY

20 Second Street San Francisco.

Third St., A. E. Shumate, Agent, Portland, Oregon.

Digitized b^P^"

660

MOHTHL

HEAR DEM BELL&

fOiiSfx-

V

-•^ -^

bCTr 4 ^ 1 '^ h h hh

^

JJ'J-.^J

=F=S

Rp ^ * J > J J — a — ^Ir

£1' JL X J. * -S-f. • w v-,» ♦ ^

1. V(t «oes to cfanrch iu de ear - ly morn. When de birds as

2. De drnrch am old. and d« beoch-es fvom, De Bible am

3. All day we irark in de cotton and d« com, Wid 4e«t ani

^„ -■ - -*>^ #-^- J* s

■ —

^

rrrrf

\^=^

-

k

b b V ^i^

Some '- times dese doe's a;n wer*ry mnch worn, But we wear

But de Spir - ii am dare, as sore as you're bom, Which is all

A pray*in' for Ga- briel to bjow his horn, So we don't!

jijjjjjjj^^^^

At ni^ht when j^ moon am a-shin-in* bright. And de clouds hi
We smg and shout wid all our might. To keep a
I hear dem char - iots comin' disway. And I knowde>

bells keep a-ring-in* for deGoe-pel fight, Datwill last till
bells keep a-ring - in' out de Gos - pel light, Till de storv ob
ring dem bells till de judgment <uy. And de land dat I'

de'' Lamb; Hear

Lamb; Dey 's ringin' , don't you hear dem ?

— V — w-M — wM m — m — m m * '•m m — .S^

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OIUDOON TBACHSRfl MONTHI^T 061

School of Primary Mothods

THIRD YBAR-

Beginning Monday, June 25 and closing Friday, July 7
FtQl Ten-Day Sessioiis.

The building in Portland where the school will be held will be

announced later.

•

The atubjects of study will include methods in reading, arith-
metic, language, spelling, story telling, hand work, music, calis-
thenics, and folk dancing. All class room work demonstrated
with pupils. The course will give practical helps that can be used
every day.

TUITION $10

The primary school will occupy the two weeks immediately
preceding the meeting of the National Education Association.
Come prepared to remain over for that meeting.

It is desired to know as soon as possible how many will attend
the school «o that a room may be secured of the right size. Send
a postal card soon. Address

• Ruby Shearer Brennan

460 B. Bnrnside St., Portland, Oregon.

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662

ORBOOir TBACHBRS MOHTBDLT

THE CHURC3I IN THE WILDWOOD.

Dr. Wiff. S. Pms.

PL 1^,

1. There'8 a church la the val - ley by the wild -wood, No love - tt - er

2. O come to the church in the wild -wood. To the tree where the

spot in the dale; No spot is so dear to my child - hood,
wild flow • ers bloom; Where the part - ing hymn will be chant • ed,

Chords.

\I^-Wif JCJH- i: j'lj: I JiljV\"p

As the lit - tic brpwn church in the vale. ^ ^n.,., ^„^-.^ -,*— . m....
WewiU weep by the side of the tomb. " come, come, come, oome^

T^ T^ T^ T^ Q . T" \f^^

Come to^Jtfa€ church in the wild - wood, O come tothedinfchia the dale;
wild-wood, come, ' _ m -^ •^* -^ _J .

wild-wood, come, ^. -l «: tzItA*

No spot is so dear to my child - hood. As the lit -tie brawn churdi in the vale.
•^ child-hood.come, ^_

m » m r" m \ m .m — m ip^.

Men are often capable of greater things than they perform. They are
sent into the world with bills of credit and seldom draw to their full extent

Wisdom is knowing what to do next, skill is knowing how to do it '***''
virtue is doing it. — David Starr Jordan.

Give to a gracious message a host of tongues, but let ill tldingk

themselves. — Shakespeare.

With God go over the sea; without him not over the thresh*
Russian Proverb.

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ORBGOX TBAOHIBRS IfONTHI^T

66t

■ MAKUAIaB

on tKe

OREGON TEXTBOOKS

for

TEACHERS and STUDENTS

Each is supplemented by several years' examination questions and
answers. These manuals are used by thousands of teachers throughout
Oregon, Washington and Idaho, for supplemental work and for exam-
inations. They should be in the hands' of every wide-awake teacher.

Address J. J. KRAPS, SALEU, OREOON.

^» # » ♦ ♦ ♦■• ♦ »<

i

I Telephone Main ]

Ihe Everyday Song Book

rr to ««t3r to teach music to tha Little People
if you intoreef theni-4f they can sing songs
they Hfca, in keys that are easy for them. That
is why this new 'Everyday Song
Book" sacceeds so well. It has
•asy, graded songs, rote songs
•od music for all occasions of the
jrear, and roost beautiful Christ-
mas and other music, as well as
loggestions for Primary Teachers.
Prices: Only 3Hc each In 100 lots, £ o. b. Chicago.
90e per dos« prepaid; single copies lOe prepaid.

Poem That Have Helped

this paper

The 101 Famous Poems

TTERB are the poems that have swayed men's
hearts and deeds throughout history. The
poetry that will leave its impress on the char-

) of your pupils as it has on generations of men
vomen before them. Just the Prose Supplement
> contains masterpieces like the Gettysburg
ess, Patrick Henry's Oration, the Declaration
dependence, etc. All in a handy, pocket
olume, at a ridiculously low price.
ce; l5o per copy, prepaid. (No free samples.)
iok Yott Cmnnoi Dupticmie BJamwhent For SOc
' CABLE COMPANY. UM CsUs Hfc.. CkkMs

A22e8

HARDWOODS

FOR l^NUAL TRAINING

Write us giving list of materials
wanted and we will quote prices.

We can furnish anything in the

hardwood line, such as lumber,

panels, and veneers.

EMERSON HARDWOOD
COMPANY

Importers and Manufacturers.

Office, Yard and Mills,

North Front and Twentieth Sts.,

PORTLAND, OREGON.

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ORBGON TBAOHBRS MONTHliT

«66

Gillespie School
of Expression

ClaBS and Indiyldual Instrution.

Voice-
Correction of Defects; Placement;
Building; Control..

Interpretation —
Analysis of Thought; Grouping of
Ideas; Pantomime; Co-ordination
of Thought; Voice and Bodily Ex-
pression.

Psychological Memorising.

Extemporaneous Speaking and
Debate.

EMMA WIIiBON GIIiLEBPIE,
Principal

A 4872, Main 5084
534 Morrison, Portland, Oregon

FOOD STUDY

A new high^school textbook and
laboratory manual in the study of
foods and home manag;ement.

By Prof. Mabel T. Wellman

Head of th% Dapftrtment of Home
Economics 'im Indiana UnlTonity;
formerly Instructor in Dietetics and
Honsehold COiemistry at Lewis Insti-
tnre Chicago.

Oopionsly illustrated. Mailing price |1.
' Pablisked in 1917.

A splendidly balanced textbook,

and the only one which has the

irriyilege of presenting recipes

om Farmer's ''Boston Cooking

hool Cook Book."

le plan alms everywhere at the

reduction of well-balanced meals,

uphasising the three real ob-

cts of thfe' study — ^time-saving,

bor-eaviiig and money-saving.

nil, IMWN ft CtMPAlY

"anik Wabash Arenne, Ohieago.

A Good
Position

Can be had by any young man.
or young lady in the field of
railway or commeroial teleg-
raphy. The passage of the eight
hour law by congress has cre-
ated a great demand for tele-
graph operators. Positions pay-,
ing.all the way from |75 to
1 90 per month ^ with good
chances for advancement. It
will pay you to write the Rail-
way Telegraph Institute, 806
Panama Bldg., Portland, Ore-
gon, for full particulars.

Art Appreciation

can best be dereloped in the child by
meant of ^

Iilson Picture Miiiiatiires.

These mini tores are made of paper 8
by 4 inches in sise and are perfect re-
prodnotions of the originals. The as-
sortment contains 128 different pic*
torea comprising the best of the mas-
ters. Through these pictures the child-
ren can familarise themselres with the
artist's name and the names of the
best of his pictures. By this means
every child during its schod years
may gather a little collection of pic-
tures, and learn to appreciate the

BE8TINABT

Sand for Tm* LUU.

Thje Je Ke Gill Co.

BooksellerSi Stationers,

Oom^eta Oflloe Outfittan^
Thixd ft Alder Bta., PoxtlaaO, Or.

uiyi[i2y(j

uyCjQQglC

1

General State School News

Clackainaa Oi>imty.

Of more than usual interest have
been the programs of the local insti-
tutes during the year. Meetings were
held at Estacada, Mllwaukie, Oregon
City ^Willamette, Wilsonville, Sandy,
and Molalla. The Clackamas County
Teachers' Association has held three
meetings, one at Milwaukie ,and two
at Oregon City. The attendance at
these locals has shown that our
teachers are loyal to their chosen
profession and have the interest of
their pupils at heart.

The results of the contests in
arithmetic and spelling in Clackamas
county this year have been highly
gratifying. The work was carried
on in grades four to eight inclusive,
under the direction of Supt. J. E.
Calavan and Supervisor Brenton Ved-
der. In arithmetic, five tests were
sent out to the schools during the
year, the teachers giving the tests.
The questions were based on the
state course of study and the state
text. Each class making an average
of 80 per cent in the year's work has
the privilege of electing one of their
number as class representative to
take part in the sixth and final con-
test. Thesfi finals were held in con-
junction with the spelling tests and
each class whose representative made
a grade of 95 per cent was given a
diploma, over 100 of these being
granted.

In spelling, the plan of the state
text was followed carefully, and the
tests were given by the teachers at
stated times, four in all. The words
were taken from Lesons 40, 80, 120,
and 160, -and many teachers gave all
the words in these lessons. Pupils
who made an average of 98 per cent
or better were given diplomas for
excellent work. More than 1300 of
these diplomas were issued. Eighth
grade pupils who averaged 98 per
cent were granted exemptions in
spelling. The ones earning diplomas
for excellent work were eligible to
take part in the fifth and final con-
test,at which the fourth and fifth
crrades were given 50 words each

•nm Lessons 120 and 160, while the
h. ,beventh, and eighth grades
'led 100 words each from Lessons

120 and 160. For convenience in
conducting the finals the county was
divided into twenty-two units or
zones, and pupils and teachers gath-
ered at these various central places.
At eighteen of these meetings the
tests were conducted by the snperin-
tendent and supervisor, the remiOn-
ing four being looked after by teach*
ers appointed by the superintend^&t.
All pupils who made .100 per cent at
this test were given championship
diplomas, and over 750 pupils hand-
ed in perfect papers.

Odes Gonnty.

The Coos River consolidated dis-
trict will probably annex another
district at the time of the next an?
nual meeting.

Victor P. Morris, superintendent
of the Myrtle Point schools, has re-
signed his position for next year and
will probably continue his post grad-
uate work at the University of Ore-
gon next year.

The Lakeside school district on
Tenmile Lake has voted bonds for
the purpose of constructing a $5000
school house. There is a prospect
that the district will be enlarged by
consolidation with one or two other
districts.

Coos county boys will do their
share toward raising an adequate
food supply and reducing the high
cost of living this year, but none
will be excused from school attend-
ance until individual contracts for
employment have been made. It Is
believed that to turn loose a large
number of boys because they say they
are willing to work on farms but who
have no definite employment secured
would demoralize both the schools
and the labor situation.

A series of local ihsu
held in Marshfield, North ""
quille, Bandon, and Myi
during the week of April ;
4 inclusive. State Supt '^'"
ing the principal speiC!
teachers attended tb
and much good was accc
On Saturday, May 5, a
convention was helc '
Banquets given *~
Myrtle Point, byCjOOgle
science denar* o

is
i>-
it

ly

e-
0

B,
i

•d
L
>f
te
id

ORBGON TBAOHBB8 1IOWTHL.Y

667

Exclusive Portf aitc

'"PORTLAND^ QRS,

W. Park and Washington St.

Impossible to be other than pleas-
antly natural surrounded by such
eliteness.

STUDIOUS

Seattle Portland Tacoma

Special rates to teachers during
convention week.

ATTEID GREGG
SUMMER SCHOOL

In PORTIiAND OREGON

SPECIAL. BIGHT WEEKS COURSE

FOR TRACKERS. June U to August

10, N. B. A. Wftek off.

ma, AIUTHMBTIC. METHODS.
I EXPERT SPBCIAIJLST IN CHARGE.
IPBCIAIi REDUCED RATES FOR
BNROLiJilBNT NOW.

V^rlte immediately for complete In-
formation. Addpefls

LINK'S

lUSINESS COLLEGE

Portland, Oregon

B— You may enroll In our Home
udy Department and start ypw»
uree by

correspondence — NOW.

NEW

OUSTON

O T E L

6th & Everett Streets,
Portland, Oregon.

Coivvenient to North Bank, Oregon
Electric and Union Depots. Private
phones in all rooms and elevator.
Rates 50c to 11.50.

CLAYTON HOTEL

105i 12th and Wash. Sts.
PORTLAND, OREGON

Strictly respectable House
Homelike quiet and clean.
Rates 50c and up per day.

Mrs. H. J. Hefty, Proprietor.

Northwestern
Teachers'
Agency

Largest in the West. For the

entire West only and Alaska.

Boise, Idaho.

_^,„ ( LCM^C^C

668

ORBGOir 'TBACHBRS MONTHIiY

high school to the visiting teachers
and school board members' were
pleasant features of the series of
meetings.

Qrook Comity.

A very successful local institute
was held at Prineville May 5. Dean
Barl Kilputrlck was .the principal
speaker morning and afternoon.

Most of the children are planting
"war" gardens of the hardy varieties
— ^potatoes and onions predominat-
ing. Clubs have been organized and
are doing effective work. The four
minlstem in Prineville are acting as
general club leaders. At the'^same
time the local parent-teacher associ-
ation has appointed an adult com-
mission to take charge of the grade
work in gardening.

After one year's experience, it can
safely be said that the military drill
in the Crook county high has been a
decided success. Regular school per-
iods are devoted to this three times
each week. Every boy in school has
his suit and gun. In keeping with
this, the military band has advanced
so fast in their work that they are
able to play creditably at all school
functions, as well as those for the
town.

On account of the very heavy war
enlistment in this county the high
school is closing two weeks earlier
than at first scheduled so that the
boys can take the places of those
enlisting. The dearth of laborers
seems to demand it. April 11, the
public and high school combined in
calling a mass meeting of the citizens
to discuss our relations to the war
situation. On account of the many
patriotic and practical addresses the
spirit of preparedness was appreci-
ably enhanced.

Columbia County.

Columbia county will produce big-
ger and better crops — more and bet-
ter gardens than evef before, the
weather permitting. N. C. Maris, of
the extension department, is conduct-
ing the food drive in Columbia coun-
ty, assisted by D. C. Howard, county
agent, and J. W. Allen, county super-
intendent.

The schools of Columbia county
have taken a commercial course in
business and letter writing. Special
^orms. strictly in accordance with

the best business practice, have been
adopted and much* benefit hag been
derived. The school^ children of Co-
lumbia county, especially those la
the upper grades, know how to write
a good business letter.

E. B. Ralston of North Bend, haa
been elected principal of the Clata-
kanie school; W. C. Gauntt of Stay-
ton has been elected principal of the
Rainier school; Mrs. Bird B. Clarke
has been re-elected at Chapman:
Kenneth Blakeslee has been elected
principal at Deer Island; J. B. Wil-
kerson will be at the head of the Ver-
nonia school; L. L. Baker will retain
his position at St. Helena; and BOas
Marguerite Keams has been elected
principal at Goble.

The annual county spelling contest
was held in the high school audi-
torium at St. Helens on the evening
of May 5. Three delegates, selected
from the seventh and eighth grades
of the various schools of the coonty,
were entitled to spell. The schools
of the county were well represented
and the spelling match was the best
ever held in the county. Corinne
Hill of the St. Helens school, was the
champion speller of Columbia coun-
ty. Spelling booklets containing two
thousand select words, were sent out
some time ago to all the schools In
the county and the contest was based
on the words thus listed.

Certificates of perfect attendance
are being issued for the first time
this year ,to all pupils who have been
neither absent nor tardy during the
year. The results are quite gratify-
ing. The Mist school is erecting a
modern, two-room schoolhouse, and
have acquiretl more ground. When
completed, this will be a very nicely
equipped and modem building, and
much to the credit of the district.
District No. 35 will erect a new
schoolhouse this summer. Oak Grove
and Natal schools will rote on con-
solidation on June 18. Lost Creek
and Delena schools will also vote
the same proposition. Ooble has
best equipped playshed in Colun:
county. They have aU the appart
that could be desired. Miss Kete
principal. Columbia county ne
sixteen schoolhouses to be bull
sixteen districts which are e;
able to build them. School bof
are quite generally requiring t]
teachers who are not normal a
ates to attend the sumi

Digitized by VjOOQ iC

ORBGOir TBAOHKRS MONTHLY

609

We are pleased at all times to
-furnish samples of invitations, an-
nouncements, cards, etc. Write for
samples.

THE IRWIN-HODSON CO.

^*^*??1?*"' JS"«»*^*"*» Stationers

Retail Store 387 Washington St.,

Portland, Oregon

ATTENTION PLEASE 1 1

Tsseben Discount 10 to 20 per cent If
▲d. Is presented at onr Two Stores

THE BROADWAY
OLOAK and SUIT SHOP

166 Broadway, near Morriion.

268 Washington St., near Fourtli.

POPULAB PRICED Coats,
Stiits, Dresses, etc.

Home Study—

FREE TUITION

Why not ntllise your spare time while
teacning, and aUo your raeation
months by toking a coutbo of inatruo-
tion by mailf You will- be enabled to
render more valuable serriee as a
teacher; you will shorten the time re-

2uired to complete yonr Konnal or
'ollege Course; you can prepare your-
self to secure a better position and
higher salary for next year. Oamegie
Oollege has helped thousands to pre-
pare for adranced positions as teach-
ers, bookkeepers, stenographers, gor-
ernment employees, salesmen, lawyers,
and engineers; and it can help youl
For "Free Tuition Plan" and f& par-
ticulars, send your name and address
to Dept. B, OABNEQIS OOLLBQB.
Bogers, Ohio. ^

f ONE OF THE
FIFTEEN
VARIETIES

OPPORTUNITY ! !

for ambitious, wide-awake
teachers. We want you to
spend a profitable summer va-
cation helping us improve
school room sanitation. Un-
limited opportunities for doing
good-and making money. Strict-
ly commission proposition, but
a commission that pays. For
further information address,

Ralph A. Roberts, Northwest-
ern Blanager Charles Smith
Company, Amboy, Wash.

1 yvpatg Picture Outfit For Sale

( itf it complete and in good work-
S order. For description see
rch nilmber of Oregon Teachers
athlj. For other information
;e
^ ^jtjtMUigh, Vemonla^ Ore.

We make rarious

styles of DUOK

SHADES both

aOLLSB and

FOLDING

Write us for eata-
. log, prices and free
p sample shade.

Oliver G. Steele Mfs. Go.

Splceland, Indiana

Do You Want to
Travel at our Expense?

We want grood men and women
for Travelinsr General Agrents. Must
have fair education and good ref-
erences. . Will >make Contract for
three months, six months op year at
salary of |22.50 per week and neces-
sary expenses. Can assign most any
territory desired. For full particu-
lars address.

, OEOBCiE G. CLOWS CO.,
PUladelpUji, Pa., |>^^ ,

" yili.edbyCjQQgtC.

1

ORBGON TKACamBB mOWTKLY

Our teachers and pupils are more
interested in Palmer writing thai)
ever before. Many Palmer certifi-
cates are being obtained.

Doaij^as Oonntj.

J. Percy Wells, former county su-
perintendent of Jackson county, now
a member of the emergency force of
the food campaign being conducted
by the O. A. C, spent the second
week of May among our schools.

Geo. M. Murphy, supervisor ot Dls*
trict No. 2, has purchased a car for
use in his school work. He finds
this somewhat more expensive than
his former method of travel but much
more convenient and satisfactory.

The single session plan has been
Inaugurated in the Roseburg high
school. This is in compliance with
the popular demand that boys and
girls be given every possible oppor-
tunity to do garden work and work
for the Red Cross.

Much work has been done during
the past month along industrial lines.
H. C. Seymour, state club leader,
from the O. A. C, passed through the
county and stopped off for a brief
conference with Supt. Brown and
others on the food preparedness cam-
paign.

Many young men of this county
are enlisting in the army or navy.
Our high schools have already lost
heavily from this source. Fifteen
or twrenty more high school boys be-
long to the coast artillery and the
sanitary corps and are daily expect-
ing a call.

Commencement exercises of the
Roseburg high school will be held
this year in the assembly hall of the
new high school building, on June 1.
Dr. Schafer of the U. of O. will de-
liver the class address. His subject
is. "The United States in War."
Forty-one students will graduate.

State Supt. Churchill, accompanied
by County Supt. Brown, recently
spent a day at Wilbur and Sutherlin.
The Wilbur high school was stand-
ardized as a four-year high school
and the Sutherlin public schools were
Inspected and found to be fully up
to the standards established by the
state, and were standardized.

N. C. Marls, field worker of the
state department, spent the third
week of April in the schools of the
county, beginning at Drain and stop-

ping at the principal schools along
the line as far south as Glendale,
where a local teachers' institute was
held on Saturday, April 21. He was
accompanied by Supt. Brown; also,
in the northern end of the county by
Supervisor H. M. Cross, and In the
southern end of the county by Super-
visor Geo. W. Murphy.

Mrs. Inez Miller of Wilbur is ar-
ranging a "Home Coming" in honor
of former students and graduates of
the old Umpqua Academy, one of the
oldest educational institutions in the
state. Among those who will attend
and take part in the program are:
Hon. R. A. Booth, Hon. H. L. Ben-
son, Hon. Geo. M. Brown, and Hon.
James Hamilton. Many other prom-
inent men and women received their
early education here and are looking
forward with a great deal of pleasure
to this reunion.

An effort is being made to form a
consolidation of school districts No.
12, 65, and 68, all near Glide, with
good prospects of success. These
include property assessed at approx-
imately 11,500,000. A union high
school effecting these same districts
is already in operation. Similar pro-
jects are being agitated at several
points in the county among them be-
ing one in the Smith River country,
one to include two schools on the
Calapooia ,ond at Elkhead, one to
unite Wilbur and Winchester, and
one to unite seven districts in the
vicinity of Elkton.

Jackson County.

Indications seem to point to t
large attendance at the N. E. A. hi
Portland, from this county.

Supervisor E. R. Peterson has hi-
formed the county board of eduea- j
tion that he will not be an appBcaat 1
for reappointment at the expiration 1
of his present contract. ;

State Supt Churchill m*. «r- 1

sonal inspection of most of th Igh
schools of Jackson county lag
April. He will be back to ' the
others during the latter part r' [ty. ,
at which time he will also d< tr a ;
number of commencement -' ses. i

Principal Leonard M. I the

Butte Falls school has ^ M

into service in the offio sm

corps. For the present bi

located at th« P'^-*'^*' " r*-

i

ORBGOir TBAOHIBRS MOlTTHIiT

671

THE POEXIJkirD 0F7Z0B 07 THB

FISK TEAOHEBS' AaSNOY

WBLOOUEB

Teaohen for all kinds of
teadUiif poaitions. Wa
are known from the At-
lantic to the Paeifie
Ooaat and can locate yon
In a more satiafactory
position than yon eonld
find for yonrself. We
make prompt replies to
all inqniries. furnish the
best arailable teachers
for all . positions.

Send us yonr address
and we shall b6 gl^d to
mail you full particulars.

J. N. EUJOTT,
614 Jonnud BvUding, Porttaad. OrsffOH.

The Largest and Most Patron-
ised Teachers' Agency in
the West.

One Agency that Does the
Work of Blany.

Wm. Buffer, A. M., Manager.

FISH SCHOOL OF
EXPRESSION

407 Ooiort Street, SAZiEM, OBEGON

Instruction •in Public Speaking,
Story Telling, Interpretation of Lit-
erature, Dramatics, Bible Reading
and General Program work.

Oourse of Training in the De-
▼elopment and Training of the
Speaking Voice, Personal Power,
Extempore Speaking, Pantomime,
Stage Technique.

Objects of Training may be Cul-
tural, Professional or Normal.

Natural Methods. Development
Individual and Characteristic.

Tuition either in classes or pri-
Tate. Terms upon application.

Address all inquiries to

MBS. ANNA BOOEBS FISH,

407 Oonrt Street, Salem, Oregon
Phone 1107

Northwest Nor-
mal School of
Music and Art

Z. VL PABVm, Mu. Doc.,
Director.

bie cot&rse of study indndes —
inging, P i a n 0| Harmony,
junterpoint, and Musical Edu-
ction. Write for circular and
irther information, 408 Til-
« T^Mflf Portland, Oregon.

If you want a new or bet-
ter position now is the
time to register in the
Coast Teachers' Bureau.
If you are a worthy, am-
bitious teacher and en-
titled to a better position
than you now hold, why
not let the Bureau assist
you to seQure itt Write
for information.

0HA8. H. JONES, Mgr.,
Salem, Oregon.

Digitized by VjOOQIC

S

672

ORBOOir TBACHBRS M01ffTHI<T

Cisco, where he will feceive training
for duty as an officer in the army.

Consolidation will be voted on In
Jane in Gold Hill, Dardanelle, Galls
Creek and Rock Point, It being pro-
posed to join these into one district,
with Gold Hill as the place for the
central school. It is to be hoped that
the proposition carries, for condi-
tions there are almost ideal for such
a plan.

The following teachers have met
all the requiremefts for a state pro-
fessional certificate: W. W. Smith,
Central Point; Mrs. Harriet Min-
thorn. Rogue River; Miss Minnie B.
Taylor, Eagle Point; Elvangeline
Poley, Ashland. Many others are
expected to qualify during the com-
ing month.

Under the direction of Principal
Peter Spencer, the Talent boys and
girls have been gathering up old pa-
per, rags, rubber, copper, iron and
other Junk. The original purpose
was to meet the expense of the an-
nual field and track meet. However,
the returns far exceeded the neces-
sary funds for that event. One ship-
ment of Junk netted the school the
sum of $132.65.

Considerable interest is being
shown among the schools in indus-
trial work, with special emphasis up-
on agricultural preparedness. Mr.
Maris, of the fitate department, spent
several days in the county in the in-
terests of the work. State Club
Leader H. C. Seymour also has been
looking after his line of work here.
Up to the present time, twenty-five
boys and one girl have enrolled in
the Jackson County Com^Acre Army.
Many of them are planning to go to
Corvallis for the two-weeks' course
in June.

In the writing contest, which has
extended throughout the year, and
was based upon the highest average
improvement made by each school in
penmanship, closed with the follow-
ing results: First, 7th grade. Cen-
tral Point; second. Persist school;
third, Oak Grove school, upper
grades. Many other schools showed
a great deal of progress, and honor-
able mention is given to the follow
ing: Long Mountain, Pinehurst,
Central Point, Gold Hill, Talent,
Eagle Point, Oak Grove, and the
Dewey school.

Jackson county held a number of
very successful local institutes dur-

ing the past winter. Several track
and field meets have been held this
spring in connection with commimlty
gatherings. The first of the season
was held at the Westside school,
where the honors were won by the
Griffin Creek school. The afternoon
.was devoted to speaking and free-for-
all sports. The principal speakers
of the day were Mr. Earl Kilpatrick,
of the University of Oregon, and Mr.
H. C. Seymour, state club leader. The
second and one of the largest m««ta
occurred at Eagle Point, where the
honors went to the local school. A
feature in the afternoon was the fam-
ous bird and animal pictures by our
statQ biologist, W. L. Finley. The
principal address of the day was
made by M. S. Pittman of the Oregon
Normal School. The Talent meet
entered the largest number of con-
testants of any in the county so far,
the number being more than 200.
The indoor baseball outfit, whiA
was offered to the rural school mak-
ing the highest number of points,
was won by Apptegate. At Soda
Springs the field meet was combined
with contests in arithmetic and in
spelling. The honors were carried
off by the Pilot Rock schooL Proh-
ably the last event of the kind to be
held in the county this sjeason will
occur at Applegate on May 24, where
all the schools of the Applegate val-
ley, in both Jackson and Josephine
counties, will compete for the cup.
Applegate has won the cup two years
in succession and if it wins this jrear.
it becomes the permanent owner. It
is vexpected, however, that some of
the other schools will see that .the
winner works hard for it:

Unn County.

A parent-teacher institute was heUA
at Shedd recently. F. M. Maxwell of
the Halsey school delivered an excel-
lent address on "The Teacher."
"Teachers' Training Course for High
School," by L. L. Gooding of
Harrisburg schools. "Yocatic
Training in Our Rural Schooli^"
*G. R. Schreiber of the Shedd eel!
"The Ideal Parent," H. U Robi
the Tangent school. "Back to
Farm Movenvsnt," by C. W. B
tlcher of the Albany schools.
Comparison of the Oregon and Bt
Dakota Courses of Study," by F
Shedd of Shedd. "Our Opportuin
by Mrs. Q. W. Hawthorne, ^ —

Digitized by VjOOQ IC

OBSGON TBACJEOBRS XONTHLT

078

1 -

Digitized by VjOOQ IC

674

ORBGON TBAOHBRS MOHTHIiT

of the Shedd parent-teacher associa-
tion. "The School and the Com-
munity/' by Fred D. Merritt, of the
University of Oregon. Besides the
several musical selections, seven
schools competed In a contest. Tan-
gent received first prize, Plalnview
second prize.

Unooln Ooimty.

The annual' institute for Lincoln
county was held at Newport, April
25, 26p and 27. About 85 teachers
were present. It was said by every-
body to have been a very interesting
and successful institute. The in-
structors were: J. \. Churchill, Sa-
lem; M. S. Pittman, Monmouth;
Prof. Allen, Corvallis; E. J. Ortman,
Newport; John Blough, Toledo; P.
L. Coleman, Newport; Chas. H.
Jones, Salem. A vote for the place
of holding the meeting next year re-
sulted in a majority for Newport.

Morrow County.

Heppner has two industrial clubs,
one in the high school and one in the
grades. They are doing all they can
to help the food supply in Morrow
county.

Districts 4, 9, and 11 are contem-
plating building new school houses.
District No. 4 is a new district and
expects to have school this fall.

District No. 27 has petitioned for
enlargement of their district and if
successful will build a modern two-
room school with a hall above for
social center. Mrs. Jessie Hlneline
is the teacher and much praise is
given her for her work.

Sixteen of our schools have closed.
The entertainments given by some
of these schools on the last day were
considered successful both from a
social and financial standpoint. One
school, district No. 31, took in $108.
This money will go towards buying
new saats and other equipment as
well as buying books for the library.

In February C. C. Lamb gave Mor-
row county three days service in the
interest of poultry husbandry. Short
programs were arranged and at each
of the meetings Mr. Lamb took up
the various lines of industrial club
work and assisted the county school
superintendent in explaining this
work. Heppner, Lexington, lone,
Boardman and Irrigon were visited.

An appreciative audience attended
each meeting.

Boardman is scheduled to become
one of the leading districtsMn Mor-
row county. .They have been granted
a deed to six acres of land and have
a perpetual water right. This means
free water for a life time. They are
contemplating the erection of a three-
room modern school building and ex-
pect to maintain a standard high
school. Miss Clara Voyen is the
teacher, and has done splendid wofrk.
Her school room is one of the sur-
prises, on account of its cheerfnljiess
and homelikeness.

Wallowa County.

"Our youngest child," District No.'
87, has just begun a spring term of
school in their splendid new building
with Ruth Baker as teacher.

Enterprise is to have a new $60,-
000 school building this year. The
plan is to have the building ready
for occupancy by the 1st of Septem-
ber. \

A splendid local institute was held
at Lostine Saturday, May 5, with
about thirty teachers present. J. J.
Beatty, of the Lostine schools, was
elected president of the association
for the coming year, and Miss Lexie
Strachan, superintendent of the Jo-
seph schools, was re-elected secre-
tary. It was voted to have the next
meeting at Flora early in September..
All teachers who can possibly do bo
should attend as a trip to Flora at
this time of years is a delight within
itself.

Polk County.

Patriotism is at high tide in Polk
county. The flag salute is given ev-
ery day and flags are floating at all
times.

Supt. Fred S. Crowley expects to
attend the summer school at the U.
of O., leaving Supervisor Floyd D.
Moore in charge during his absence.

Fifteen out of the twenty teachers
in Dallas schools have )
membership in the N. E
shows the excellent spirit

A large rally was held
dale May 11. Teacl " '
surrounding schools
most of all the excelle:

served by the ladf-*-

predated.

Club work is '

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■4

i

ORJDOON nBAOHlBRS MONTHIiY 675

ot Study is desired, do not
' determine what book shall
be adopted, until you learn
what we have to offer. Our
list is the largest and. offers
more new and up-to-date
books than any other.

If you are not satisfied with
the text you are now using,
whether it is our publica-
tion or not, write to us about
it. We want your corre-
spondence, and you may be
sure that it will have prompt
and courteous attention.

In addition to textbooks we
have a large list of the most
desirable supplementary
eaders and school library
' ooks.

J"OBg
OINNATX
uOAOO
>8T0N

AMERICAN BOOK COMPANY

Digitized by VjOOQ IC

676

ORBGOM TBACHflaUl MOlfTBIiT

Supt Crowley and Supervisor Moore
on their last circuit of the county.
Polk county has over 500 boys and
girls working earnestly on club pro-
jects of various kinds and they ez^
pect to make a good showing at the
state fair as usual.

The last local institute was held at
Falls City April 14, 1917. and was
attended by a large number of teach-
ers. Among the instructors were
Mrs. M. L. Pulkerson, Mr. Dunton,
formerly superintendent of the ^alls
City schools, and J. B. V. Butler of
the Oregon Normal.

The principals club held its last
meeting and banquet at .the Dallas
high school on the evening of May 5.
The domestic ^clence class served a
delicious banquet ,after which Assist-
ant State Supt. Carleton gave an in-
spiring address, and Supervisor
Floyd D. Moore entertained with sev-
eral readings.

Union County.

A. C. Hampton, principal of the
La Grande high school, has been
elected principal of the Eugene high
school. Mr. Hampton's many friends
regret to see him leave us but feel
that his promotion is a deserved and
fitting recognition of his worth and
work.

L. P. Harrington industrial field
worker from the state superintend-
ent's office, visited the county from
April 14 to 21, and put In a strenu-
ous week's work, visiting La Grande,
Union, Cove,' Elgin, Island City and
Fruitdale schools, enrolling many
club members and doing great work
in the Agriculture Preparedness
movement. He also spoke at the
business men's luncheon at the Foley
hotel to a large and appreciative as-
sembly. During his first visit to
Union county he made many Triends
and he will always find the latch
string hanging out whenever he
comes this way.

A splendid local institute was held
at Elgin, Saturday, April 21, The
program was as follows: The Teach-
ers' Memorandum, P. E. Christenson,
Alicel; History, W. V. Connor, Im-
bler; Some Helps to Professional
Training, Mrs. Grace Pine, Elgin;
Chautauqua as an Aid to Teachers,
Mrs. W. R. Underwood, Elgin; Mili-
tary Training in High School, H. B.
Dixon, La Grande; The Playground,
Ivan D. Wood, Union; Function of

the School Library. Flora M. Koch,
La Grande; Industrial Club Work,
L. P. Harrington, Salem. Mnaic was
furnished by Elgin local people and
all pronounced the day one of the
best of school gatherings.

Washington Go«nt|r.

The teachers of this count/ have
faithfully worked for standardization
this year. About half of the schools
have now reached thej^tandard mark.
The re-arrangements of windows has
been required only in very bad cases
of cross lig^t.

The sixth annual spelling contest
has closed. It was the largest and
most successful contest ever held in
this county. More than 2000 pupils
were in the contest for four months.
About 1500 pupils made an average
of 98 per cent during the contest
period and have received certificates.
One thousand ninety-six wrote on the
100-word tests at Hillsboro April 2S.
Three hundred and thirty nine made
a perfect grade and have received
diplomas. In the afternoon 3000
people watched the May Day exer
cises. Supt. J. A. Churchill crowned
the May queen.

■

TEACHERS WANTED
SI 00 to SI SO mOMTH

All teachers should try the XT. S. Gorero-
ment examinations soon to be held ikaouA-
out the' entire country. The positions to M
filled pay from $600 to $1500; hare shoit
hours and annual racations, with fall pay.

Those interested should write ixomediatefy
to Franklin Institute, Dept. A289, Boefaester,
N. Y., for schedule showing aU ezaminatiei
dates and places and large descriptiTe beek,
showing the positions obtainable and giviv
many sample examination qneeiioni, m\Sm
wiU be sent free of charge.

Playground

Equipmt: t

We bnild swinga,
merry-go*ronnds, turnim
poles, giant strides, fl
poles and general •qnipotM:

!nie HaveiiB Bros. Kaa^'
ing & Supply Omapaaj,
1618 20-28 waiM Si., imrr-

Digitized by LjOOQIC

The Independent Colleges

Albany College.

Albany College claims to be at the
head of the list of Oregon Colleges
in patriotism, if its patriotism is
measured by the percentage of boys
enlisted in the senrice of their coun-
try. Over 70 per cent of the male
students of Albany College hare en-
listed and some of them have already
gone into service in the navy in vari-
ous capacities and one in the avia-
tion corps. Two of the' faculty also
have signified their willingness to
listen to the call of their country.

Albany College celebrated May
Day with the regular May queen, folk
dances, and other festivities incident
to the day. On account of the
weather, which was not particularly
bad, but threatening, it was idecided
to hold the exercises in the armory.
There was a large enthusiastic crowd
present and everything went off with
snap and success. It was followed by
a cafeteria supper served by the
young ladies of the college, with oth-
er refreshments.

Albany College this year has been
next to the top in the list of colleges
represented at the San Francisco
Theological Seminary. Four students
from Albany College have been at-
tending; that Seminary this year, and
two of them were graduated the last
week in April. They are both of them
bright young men, and are entering
their chosen profession with great
promise and success.

A music team consisting of Miss
Clement, pianist, and Mr. South,
violinist, conducted a tour of con-
certs the first week in May in Wasco
county, and were evenrwhere greeted
with large houses and great enthusi-
asm.

Commencement exercises occupy
the four days, June 10 to 13. On
S iday, June 10, will occur the usual
S calaureate services; Monday,
J e 11, will be devoted to the pres-
i( it's reception and the senior class
d exercise; Tuesday will be marked
b locial events and the annual com-
n icement concert of the depart-
n at of music; Wednesday will close
t] year with the graduation of a
f i > class of nine young people, who
h e completed their course with
h or and credit to themselves and
tl ""-^.

Pacific College.

This colleg;e which is under the con-
trol of the Friends Church (Quakers)
has a larger number of students than
any other in the state who are for-
bidden both by church discipline and
conscientious convictions from par-
ticipating in warfare. The men of
the student body have, however, tak-
en up strenuous physical training,
looking toward the possibility of am-
bulance work along the line of the
Friends Ambulance Units that have
done such splendid work for Eng-
land, and are also doing what they
can to aid in the increase of crop
production in Oregon. A "First Aid"
class has also been formed, and the
students are seeking to know every
way in which they can serve their
country without violating their con-
sciences. The ladies of the college
are also co-operating in this work.

May Day was celebrated with all
the usual features and some unusual
ones, by Pacific College, Saturday,
May 5. Miss Norma Harvey, of the
senior class, a leader in scholarship
as well as in popularity, was May
Queen. A May Day breakfast, pa-
rade, drills, a big basket picnic din-
ner, a tennis match with Pacific
University and a baseball game with
the Chemawa Indian School were
features of the day's celebration.

Miss Addie Emlin Wright has been
elected to head the department of
history and political science at Pa-
cific Colleg;e for the coming year. She
is a graduate of Earlham College,
with post-graduate in the University
of Wisconsin and Columbia Univer-
sity, and a Master's degree from the
latter, and has had eight years of
successful experience as a teacher.

Philomath College.

The year which is closing at Phil-
omath College lias been one of in-
creased enrollment and advancement
in many lines. New equipment has
been added to the library and labora-
tory.

A number of our boys have heard
their country's call and have enlisted.
Others have heard the call to the
land and have gone back to the farm
for the season. Prospects are excel-
lent for a good enroUmei^ next j^ear.

«7I

OMDGOH TBAOBOBRS UOKTBIiT

By the terms of the will of Sarah
A. Baker, deceased. Philomath Col-
lege will receive a bequest in a short
time which will net nearly (30,000.
This will be a great encouragement
ia our work.

The school of music has been
crowded this year and plans are be-
ing made for increased facilities and
teaching forces for another year.

We are planning a celebration of
the 50th Commencement Anniver-
sary, June 8 to 13. At that time
many alumni and former students
will be present for reunion and en-
joyment. Any former student seeing
this item ^11 confer a favor by'writ-
ing President Epley at Philomath,
giving notice of his intention to be
present.

Willamette University.

May Day at Willamette was a suc-
cess in every way this year, and for
the first time in several seasons was
unspoiled by rain. Miss Violet Mac-
lean was 'browned Violet I, Queen of
May, at 1:30 o'clock Saturday after-
noon. May 5» and sitting in state
watched the winding of the May-pole
on the campus. Among the features
of the May Day festivities were the
Willamette Glee Club concert in the
armory Friday evening, a May morn-
ing breakfast Saturday morning, the
funeral of the freshman green caips,
tennis and baseball games, and the
Junior Prom Saturday evening. The
hearse which carried the coffin filled
with green caps was an old motor
truck drawn by a horse.

President Carl Gregg Doney is in
much demand as a commencement
speaker. He will g[ive high school
commencement adddesses as follows:
Imbler, May 17; Joseph, May 18;
Lostine, May 19; Enterprise, May
21; Goldendale, Wash., May 25;
Myrtle Creek, May 31; Albany, June
1; Drain, June 6; Jefferson, June 7;
and Independence, June 8. He also
will give sermons and addresses as
follows: Monitor, Association of
Congregational Churches in Oregon,
May 9; Redmond, sermon in the
morning, and address in the after-
noon at the Union Army Y. M. C. A.
campaign meeting. May 13; Prine-
ville, sermon in the evening. May 13;
Prineville, Parent-Teacher Associa-
tion, May 14; Joseph, sermon. May
20; Goldendale, Wash., sermon, May
27. President Doney also will give
the baccalaureate sermon at Willam-
ette University, June 10. From June

24 to 31 he will attend the £p worth
League Institute at Lake Chelan, and
from July 12 to 15, the Epwortli
League Institute at Cour d'Alene.

The Rev. Dr. Joshua Stanfield.
pastor of the First Methodist Epis-
copal church of Portland, will give
the commencement address at Wil-
lamette University, June 13.

Dr. and Mrs. F. W. Chace, of WU-
lamette University School of Music,
will conduct a summer school of
music beginning June 15 and con-
tinuing for six weeks.

Professor Gustav Ebsen, head of
the Modern Languages department,
will conduct summer school classes
this summer in German, French, and
Spanish.

The work of the College of Music
is being well represented in a series
of student recitals being held at the
University. Two recitals were given
in April, and a number are planned
for May. The concert to be given by
the advanced pupils May 29 will be
held in the First Methodist Episcopal
church. Other recitals will be held
May 8, May 22, and June 5.

A recital was given by the Public
Speaking department in Waller HaJL
May 7, which reflected much credit
on the work of Professor Helen Mil-
ler Senn.

Harry Bowers was chosen presi-
dent of the Willamette University
student body at the recent student
election. Other officers elected were
Miss Lola Cooley, vice-president;
Miss Helen Goltra, secretary; HarqM
Nichols, treasurer; Donald Matthews,
editor, and Lyle Bartholomew, man-
ager of the Willamette Collegian.

The Willamette student body has
sent a resolution to President Wil-
son asking the president to propose
national prohibition to congress. "In-
asmuch as we have given one out of
three of the young men of our stn-
dent body," the resolution read, "to
the army of the United States, and
since we desire the condition in
which they are placed to be of *he
cleanest possible, we consider t^ > a
Just request."

H. R. Winslow, of Salem, a t Bb-
man in the School of Law, rai
drowned in Willamette river / rril
26, when he fell from the 1 ny
while attempting to prevent the
launch from drifting into a pi€ of
the Southern Pacific railroad br ge.

Miss Margaret Garrison, reprei fil-
ing Willamette University, won ist
place in the state JntercoUegia*'* ro-

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hibitiQn Association contest beld at
McMinnville, April 21. Miss Garrison
will represent the state in the inter-
state contest in Los Angeles soon.
Her oration is entitled, "A New Con-
struction."

Chief Justice McBride» of Oregon,
gave an address ta the student at
the chapel April 17. He was intro-
duced as the Nestor of the supreme
court. City Superintendent John N.
Todd, of the Salem schools, spoke
on "The Difficulty of Getting Start-
ed*' at the chapel service April 19.
■
Heldover Matoial.

Quite a lot of very excellent mar
terial had to be omitted this time be-
cause there was not room for it.
Much of the omitted material will
appear in later numbers.
I i =^

ELMO S. WHITE
Lawyer

U. 8. PATENTS SEOUBBD
GBME&AL LAW FBAOTIOE

402 Masonic Temple, Salem, Oregon.

New Sanitary Adjustable
School Desk

Hyloplate Blackboard

Write for catalogue of

SANITABY DESKS

Six different kinds

SOHOOLHOOM HEATERS

Maps, Olobes, Supplies.

"ORTHWEST SCHOOL
rORNITURE COMPANY,

S M>S4« Third St., Portlimd. Or.

How to afie the

PACIFIC

Send for pictorial map folder of the
Columbia River country which ex-
plains why Portland Is the pivotal

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ORBGON TBAOHBRB MOlfTHIiT

681

153
164
155
156
157
158
159
160
161
162
168
164
165
166
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168
169
170
171
172
173
174
175
176
177
178
179
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200
201
202
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204
206
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221

O. A. Ruringr. Vale

Mrs. Ada Burch. Berlin

Sabra L. Nason, Pendleton

B. E. Wick. Arminffton, Mont

Liucy Kopan, Hood River

Martha M. Bddlemon, Flora

Myrtle B. Lay, Molalla

LaVine Sheridan, Canby

Isabella J. McCuUoch. Astoria

E. B. Huarhson, Portland

Clara Rutherford. Canby

Herbert W. Copeland, Pendleton

Sisters of St. Francis, Pendleton

Hazel Mulkey, Vale

Sisters of St Mary. Sublimity

Belle Conloffne, Wheeler

Carrie B. Adams. ElgriiX '

Mrs. H. B. Brooks. CorVallis

H. T. Vance. Corvallis

J. F. Brumbaugh. Corvallis

W. S. CaverhlU, CaverhiU

Mrs. Liottie Tomlinson. Wauna

Veda E. Rhode5i. Sheridan

R. J. Davis. Nyssa

Caroline Jokisch, L^awen

Edith Leep. Halfway

Helen Chadbourne. Park Place

Josephine Locher, Burns

Fay Ooble. Lorane

Ernini Rathbun. Murphy

W. P. Matthews. Alfirona, Wash.

Hannah Mey, Alma, Mich.

Eusrenia Morse. Portland

J. B. Rees. Roseburgr

Belle B. Whitaker. Myrtle Poiht

Sisters of St Francis. La Orande

T. O. Hutchinson. Divide

R. F. Robinson. Alsea

Alma Hoppe. Dallas

Mabel A. Thomas. Keno

Mabel Maginnis. Corvallis

Samuel W. Amey, Newbersr

Mrs. M. W. Bullard, Harriman

J. M. Markel. St Antony. Idaho

Minnetta R. Bmmel. Milwaukie

Maxy A. Slas. Forest Grove

Bertha M. McCallister. Grants Pass

Mrs. Pansy Davidson. Walterville

Florence Laufman. Ft Rock

Mrs. W. Jamieson, Bro^an

Marg-aret Aldrich, Algroma

J. J. StureriU. Halfway

Mrs. Ada Sherman. Elkhead

Annie B. Romicp. Camas

Alice M. Bacon. Grants Pass

D. W. Boitnott, Prairie City
Esther Krupke, Portland

E. Vera Powell. Rex
Mary A. Scott Oresron City
Frances Murk. Portland
Edith Pechin. Orenco
Fred N. Fox, Union
Roxie Denny, Canyon City
B. H. Conkle. Silverton

W. A. Johnston. McCoy

Loraine Goehringr, McCoy

Alta I/inderman. Rufus

Clara E. Sterns. West Linn

Victoria L. Weber. Newbergr

Bessie E. Knauff. Eddyville

Elva Conklin, Flora

A. C. Morrison. Marshfield

Blodwin Davies, Astoria

Mrs. Gertrude McEl fresh. Corvallis

Bertha Stephens, Cottage Grove

Frieda Close. Clatskanio

P. O. Brainard. Nyssa

A. R Owen. Thomas

Mrs. Nellie G. Tirrill. Prlneville

Ethel A. Poland. North Bend

K. E. Wagner, Oak Grove

A. Ia BriSTfiTS. Watsonville, Calif.

Alvhied Romtvedt Lake view

Geo. D. Ingram. Hillsboro

Minerva Thrall, The Dalles

238 Lucy W. Glass, Jeannette, Pa.

239 Beth Perry, Houlton

240 Susie Faith, Missouri Valley. la.

241 Lulu B. Montgomery, Ash wood

242 Winnifred Osten, Heppner

243 Carrie Eilertsen, Dairy

244 Fannie M. Fisher, Haines

245 Mrs. C. F. Yergen, Newberg

246 Geo. A. Hoover, McMlnnville

247 Thelraa Blair, Medford

248 Wm. A. Neumann, The Dalles

249 F. J. Tooze, Oregon City

250 Pearl E. Miller, Tillamook

251 M. B. Estes, Scotts Mills

252 J. H. Dickinson, Paulina

253 Vivian Brinker. Freewater.

254 G. N. Anderson. Falfuririas. Tex.

255 J. W. De Priest Friend
156 Eva Rocheford. Troy

257 W. Eugene Smith. Pasadena, Cal.

258 .Hazel Fawcett Coqullle
239 Pearl Applegate, Salem

260 Ivy Williams. Cove

261 Mrs. Birdeen Myers, Medford

262 Myrtle Witchor, Saginaw

263 Elmetta Bailey, Baker

264 Mrs. F. E. Musick. Grants Pass

265 Laura Harvey, Buell

266 Olive M. Doak, Dayton

267 Grace Shields. Scotts Mills

268 C. Pearl Yoder. Hubbard

269 Kathryn Ward Edmonds, Oretown

270 Agnes Grimsted, Rosehurg

271 Father Dommico. Mt Angel

272 Louise K. Weniger, Salem

273 Nellie Davis, Salem

274 J. B. Wilkerson, St Helens

275 S. B. Port Toledo

276 W. C. Fischer. Yaqulna

277 Helen N. E. Ogden, Tidewater

278 A. L. Stephens, Taft

279 John Blough. Toledo

280 Delia Trapp, Chitwood

281 James H. Bohle, Orton

282 R. P. Goin. Toledo

283 Retta B. Joseph, Philomath

284 Chester H. Coovert Ona

285 Vernie Ross, Toledo

286 Nellie King, Winant

287 Dr. F. M. Carter. Newport

288 J. S. Goln. Siletz

289 Eliza Bruseth, Elk City

290 John Miller, Newport

291 Mary E. Whitney, Newport

292 Rachel Bradbury, Toledo

293 Mrs. Daisy Halleck, Newport

294 Clara I. Thompson, Waldport

295 Maggie L. Hampton, Toledo

296 Leland Sebring, The Dalles

297 Hazel A. Ellsworth, Monmouth

298 Mrs. Ethel L, Stow, Dallas

299 Cassle A. Bell, Wallowa

300 J. A. Churchill, Salem

301 J. A. Brlggs, Greeley, Colo.

302 Theresa Dehler. Albany

303 Delia Ahlsen Toncalla

304 Imogene Jewell, Portland

305 Daniel Hull, Grants Pass

306 E. L. Coe, North Bend

307 Elizabeth Bogard. Laurel

308 Sister Superior. Beaverton

309 Minnip B. Taylor, Eagle Point

310 Tna Elmund, Hood River

311 H. W. Herron. Portland

312 Hulda Parr, Fossil

313 Mnrv E. Thompson. Marshfield

314 Edith A. Irish. Marshfield

315 Mrs. Florence Aldons. Walton

316 Marion C. Bliven. Salem

317 rt. E. Kichards, Forest Grove
31 R St^^iia Barklow. Myrtle Point
319 TJ^dna Wells. Klamath Falls
^'>o ATrs. Amv McDnniAl, Weston

321 Mrs. R. E. Reid. Sumpter

322 Mrs. Ethel F. Parent, Gold, Hill

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ORIDGON tmACBKBB M01ITHI«T

323 Alda L. Scott, Climax

324 H. M. Gunn, HermlBton

325 Nell M. Bradley. LKing Creek

326 Annie Blacklaw, Liebanon

327 Lucie S. Schmlt, Portland

328 Margaret Stonebrlnk. Salem

329 A. Grace Johnson, Corvallis

330 Emma Johnson, Fields

331 Roy E. Cannon, Corvallis

332 Thenie Draper, Portland

333 Myrtle M. Groshong. Rainier

334 Sister M. Ursula, Scio

335 G. W. Hendricks, Smith River. Cal.
ZZ% J. A. CavanaufiTh, Adna, Wash.

337 R. H. Searle, Portland

338 E. 8. McCormick, Gresham

339 Agnes Harris, Oregon City
840 Gladys Carson, Salem

341 Blanche Wilson, Terrebonne

342 Helen Milne, Carlton

343 Verda Russell, Black Rock

344 Florence Kelley, Milton

345 S. B. Li. Penrose, Walla Walla
348 Grace Cane, Bend

347 J. M. Powers, Corvallis

348 Mrs. Bea Hartley, Sutherlin

349 Mrs. Oro Holaday, Gibbon

350 Gertrude Hulse, Astoria

351 Mrs. J. W. Hatter, Fort Rock

352 Hilda Lorenzen, Gaston

353 Hilda Luota, Olney

354 John Dopp, Forest Grove

355 Daisy Lee, Milton

356 F. S. Ball, Portland

357 Stella Ingraham, Rainier

358 Violent M. Taylor, Gaston

359 Evelyn Gronnel, Nashville

360 L. B. Fancher, Roseburg

361 Lloyd A. Enlund, North Bend

362 D. W. Jones, Foster

363 Lillian Warmoth. Brownsville

■

No Numbers for July and Aagaet.

There will be no Issue of the Ore-
gon Teachers Monthly for July and
August. Teachers should bear this
in mind and not write for the copies
for those months. The September
number will be issued about August
25. If your address has been changed
before that date, please let us know.
■
Moving Office.

As this number of the Oregon
Teachers Monthly goes to press we
are moving our whole printing es-
tablishment, and that is the reason
we are late in getting out the June
number.

INDEX OF SONGS.

No Land Like Oregon 636

The Battle-Cry of Freedom 638

The Star Spangrled Banner 640

America the Beautiful 642

Battle Hymn of the Republic 644

March of the Men of Harlech 646

The Soldier's Farewell 648

Holy. Holy. Holy 650

America 650

TentinpT on the Old Camp Ground.. 652

Flag- of the Free 654

Beautiful Bells 656

Come to the Greenwood 658

Hear Dera Bells 660

The Church in the "Wlldwood 662

Lonjf Live America 664

Farewell to My Home 684

INDBX OF ADTBRTISBUBNTS.

Behnke- Walker Business Col... 2 cover

Oregon Normal School 633

Milton Bradley Company 641

Southern Pacific Company €43

Sam Connell Lumber Company.... 645

Union Pacific System 647

Victor TalkinfiT Machine Company. 649

Houghton Mifflin Company 651

Oregon Agricultural CoUeere 653

BenJ. H. Sanborn & Company 665

Rand McNally & Company 655

The Macmillan Company 657

C. M. Parker Estate 657

Holmes Business CoUeffe 659

Ginn & Company 669

Brennan, Mrs. Ruby Shearer .:.... 661

Palace Hotel 661

Kraps. J. J 663

Cable Company, The 663

Emerson Hardwood Company 663

Gillespie School of Expression 665

Little, Brown & Company 665

Railway Telegrraph Institute 665

Gill, J. K. Company 665

Bushnell Studio 667

Link's Business College 667

New Houston Hotel 667

Clayton Hotel 667

Northwestern Teachers' Agency .. 667

Irwin-Hodson Company 669

Washington Cloak & Suit House.. 669

Charles Smith Company 669

Carnegie College 669

Claybaugh, J. B 669

Oliver C. Steele Mfg. Co 669

George G. Clows Co 669

Fisk Teachers* Agency 671

Rocky Mountain Teachers* Agency. 671

Northwest Normal School 671

Fish School of Expression 671

Coast Teachers* Bureau 671

Eilers Music House 67S

American Book Company 676

Havens Bros. Mfg. & Supply Co... 676

Franklin Institute 676

North Bank Railroad 677

Northwest School Furniture Co. . . . 677

Elmo S. White 67T

The World Book S cover

University of Oregon 4 cover

Science and Mathematics Teacnent.

School Science and Mathematics
the official professional magazine of
the Science and Mathematics diyision
of the Oregon State Teachers* Asso-
elation, may be subscribed for
through the division at the rate of
$2. By special arrangement 50
cents of the subscription will go into
the treasury of the diyision. Send
money orders or checks to B. I«.
Keezel, Sec.-Treas., Eugene, OrefAw

m

Place for Primary ScfaooL
Teachers who attend Mrs. I.i
Shearer Brennan's Primary Meth*
School should report at the Y.
C. A. building at Sixth and Ta;
streets, Portland, Oregon, on J
25. You had better write to Bj
Brennan at 460 E. Bumslde str
and tell her you are expecting ♦--
tend.

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HOMTHLT

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Sea Pictnres.
The song, ''I Love the Sea" is the
first number in the 16-page booklet,
"Sea Pictures," recently published by
Carrie S. M. Henderson, of Newport,
Oregon. The ocean is* shown in all
its moods, poems of love, beauty,
majesty, tragedy, each a gem of lit-
erature. The author's own pen con-
tributes the song, also an intoduction
which is an epic in prose. From
Byron, Poe, Taylor, Longfellow, Ten-
nyson and others of yesterday, to
Simpson, Higginson, VanDykei^ Ina
Coolbrith, Robert Diven, George
Sterling, the little book ^ will be an
inspiration to lovers of the sea,
equally valued for the library, as a
beach companion, as as a souvenir of
the West. It is worth many times
its price of 25 cents.
• ■

NationAl Education Assodattoii.

C. C. Thomason, who has been
handling the publicity for the Na*
tional Education Association conven-
tion from the offices of Superintend-
ent 'Alderman, head of the N. B. A.
committee, has transferred his of-
fice to that of Mark Woodruff, sec*
retary of the publicity and conven-

tions bureau of the Chamber of Com-
merce, in the Oregon building. Mr.
Thomason will take over the N. E. A.
work of the Chamber beginning at
once, as Mr. Woodruff will leave the
city June 1 to become the Chicago
representative of the Northwest
Tourist Association. He has a six
months' leave of absence from the
Chamber. Mr. Thomason will take
over much of the work of the office
until the N. E. A. convention is held.

Reprint of Songs.

Most of the songs used in this
number of the Oregon Teachers'
Monthly are patriotic. If anyone
should want additional copies of
these songs, we will print them at
the rate of 1 1,2 5 per hundred, or if
200 are wanted, the price will be
11.75. Orders should be sent to the
Oregon Teachers Monthly.

If you attend Mrs. Brennan'- Pri-
mary Methods School in Portland
4>eginning June 25, inquire at T. M.
C. A. for the room where the school
is held.

Sixteenth Annual Institute Number

Teacher's Name
Address

At the close of the institute fill out the blank below, cut it out and hand
to the secretary of the meeting.

Record of Institute Attendance

Upon my hODor as a teaidier, I most trathfolly affirm tlmt I huwe
attended the County Ihstitote.

held at

n 19

or hours.

Teacber.

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684

ORBOOlf TlDACinBR* HOlPmLT

FAREWELL TO MY HOME.

Words by Ohas. H. Johbb.

Tune—Aloha.

Arr. by Dr, Z. M. Pakvih.

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1. My child-hood home bo dear to me, My pret - ty home down by the

2. Mem - o - ries sweet will come to me And bring re-membran-ces 'of

3. I'll ev - er long and wish for thee, My dear old home down by the

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sea! I bid thee now a last fare -well, And go to dist-ant
thee — Of thee, old home down by the sea. Where once I lived ao
sea ; And there my thoughts will ev • er dwell, Thoogh now I say a

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lands to dwell,
safe and free,
last fare - well.

Fare - well old home so dear to me. One

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last fare - well to thee dear home oi

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fond-eet mem - o - ries around thee twine. Old home so dear to me,

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